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1
High, Radka. "MOTIVATIONAL STRUCTURE OF YOUNG CHEMISTS." Journal of Education Culture and Society 10, no. 2 (September 2, 2019): 255–69. http://dx.doi.org/10.15503/jecs20192.255.269.
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Aim: the goal of this study is to investigate the motivational structure of participants of Chemistry Olympiad summer camps. The participants are young students who achieved the best results in chemistry olympiads. Chemistry is one of the least popular subjects among czech students and therefore is important to understand what motivates extraordinary, or gifted students, to learn.
Methods: participants (N=38) completed a combination of qualitative and/or quantitative questionnaires. The primary questionnaire, known as the Motivational Induction Method (MIM), is a quality-quantitative questionnaire that uses the principle of open-ended questions. This method can provided a deep understanding of participants´ plans, desires and wishes but also fears, inhibitions or problems. Other questionnaires used were: the Learning Motivation questionnaire and the Achievement Motivation questionnaire which measure the sources of motivation and proportion of achievement needs, respectively.
Result: the MIM questionnaire, providing qualitative-quantitative analysis, showed that participants´motivation was mainly focused on self (identity) and contact with others (social motivation). The Learning Motivation questionnaires revealed that the two most important motivational sources for learning chemistry were: one, the acquisition of a good profession in the future (instrumental motivation); and two, cognitive movitavation, or simply the positive feeling one experiences from learning something new. The Achievement Motivational questionnaires revealed that participants´ need to avoid failure was lower in comparison to general pupils.
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Setiawan, Agus. "Hubungan Kausal Penalaran Matematis terhadap Prestasi Belajar Matematika pada Materi Bangun Ruang Sisi Datar ditinjau dari Motivasi Belajar Matematika Siswa." Al-Jabar : Jurnal Pendidikan Matematika 7, no. 1 (June 10, 2016): 91–100. http://dx.doi.org/10.24042/ajpm.v7i1.133.
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This research is a comparative causal research with factorial design 3 3. The population of this study is all students of class VIII SMP Negeri 1 Simpang Pematang. Sampling was done by cluster random sampling. The sample of this research is students of class VIII B and VIII D. Instruments used to collect data is a test of learning achievement, mathematical reasoning test and student motivation questionnaire. Prior to use for data retrieval, achievement test instruments, reasoning tests and motivational questionnaires were first tested in mathematics. Hypothesis test using two way Anava test with unequal cell. The conclusions of this study are: (1) Students with high mathematical reasoning ability have better learning achievement than students with moderate mathematical reasoning ability, students have better learning achievement than students with low mathematical reasoning, and students with ability High mathematical reasoning has better learning achievement than students with low mathematical reasoning ability, (2) Students with high learning motivation have better learning achievement than students with moderate learning motivation, students with high learning motivation have better learning achievement than Students with low learning motivation, and students with learning motivation are having better learning achievement than students with low learning motivation, (3) There is no interaction between mathematical reasoning ability and motivation of learning mathematics to learning achievement Ar math.
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Fahmi, Muhammad, Wibowo, and Dedi Purwana. "The Effect of Coach Leadership, Team Cooperation, and Achievement Motivation on The Performance of The Depok City Athlete." IJHCM (International Journal of Human Capital Management) 3, no. 1 (July 17, 2019): 27–38. http://dx.doi.org/10.21009/ijhcm.03.01.03.
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ABSTRACT: The objective of this research was to examine and analyze the effect of coach leadership, teamwork, and achievement motivation on the performance of Depok city’ athletes, It was a quantitative research with associative approach, conducted at Depok National Sports Committee (KONI). The data were collected through questionnaire involving 203 samples of respondent of athletes and coach among Depok National Sports Committee. Data collection techniques carried out in this study were using questionnaire instruments. The questionnaire used consisted of questionnaires, variables of coach leadership, teamwork, achievement motivation and athlete's performance. The type of questionnaire is a closed questionnaire where the questionnaire distributed to respondents has provided the answer in the form of five answer choices, so the respondent just has to choose one of the five answers provided. The measurement scale of the coach leadership questionnaire, teamwork, achievement motivation and athlete's performance used a Likert scale. The primary data collected then through the estimated error normality test, linearity test and significance test. Then analyzed and tested the hypothesis using path analysis. Data analysis techniques in this study include: (1) descriptive data analysis, (2) requirements test, (3) inferential data analysis.
The data analysis and interpretation indicates that: (1) Coach’ leadership has no direct effect on athletes’ performance. (2) Coach’ leadership has no direct effect on achievement motivation. (3) Coach’ leadership has direct effect on teamwork. (4) Teamwork has direct effect on achievement motivation. (5) Teamwork has direct effect on athletes’ performance. (6) Achievement motivation has direct effect on athletes’ performance. (7) Coach’ leadership has no indirect effect on athletes’ performance through achievement motivation. (8) Coach’ leadership has an indirect effect on athletes’ performance through teamwork. (9) Coach’ leadership has an indirect effect on athletes’ performance through teamwork and achievement motivation
Keywords: coach leadership, teamwork, achievement motivation, athletes’ performance
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Sarmento, Hugo, and Adilson Marques. "Achievement goals and self-determination in adult football players – a cluster analysis." Kinesiology 50, no. 1 (2018): 43–51. http://dx.doi.org/10.26582/k.50.1.1.
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To better understand the relationship between aspects of motivation and performance level in adult football players, this study aimed to identify differences in motivation among different motivational profiles created by means of hierarchical cluster analysis. The participants were 304 adult football players (90 professionals, 144 semi-professionals, 70 amateurs, age: 25.4±4.6 years). Participants completed the Task and Ego Orientation in Sports Questionnaire and the Self-Regulation Questionnaire. Based on the constructs of the questionnaires, cluster analyses were performed. Chi-square was used to determine any relationships between the players and clusters. Four different clusters were identified. There was no typical motivational profile for football players of different competition levels. However, the differences in all four clusters represented specific characteristics of football players of different competition levels most represented in each respective cluster. Cluster 1, which was the most adaptive, was not related to any competition level. On the other hand, professional athletes were significantly less represented in the least adaptive motivational profile (Cluster 4). The results highlight the complex relationship between competition and sporting motivation. Identifying the motivational profile characteristics of football players who can reach higher competition levels presents itself as a future research opportunity.
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Jafari, Sakineh, and Ali Asgari. "Predicting Students’ Academic Achievement Based on the Classroom Climate, Mediating Role of Teacher-Student Interaction and Academic Motivation." Integration of Education 24, no. 1 (March 31, 2020): 62–74. http://dx.doi.org/10.15507/1991-9468.098.024.202001.062-074.
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Introduction. The present study aims to predict students’ academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017–2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan’s classroom climate, Hernandez-Lopez’ teacher-student scale, Vallerand’s academic motivation questionnaire and Pace and Kuh’s student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach’s alpha test. Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students’ academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students’ academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students’ academic achievement. Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students’ academic achievements.
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Králíková, Jitka. "Analýza ukazatelů výkonové motivace u studentů sportovního gymnázia." Studia sportiva 11, no. 1 (July 19, 2017): 144–50. http://dx.doi.org/10.5817/sts2017-1-32.
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Achievement motivation is part of every performance, not just in sport. The aim was to find out what the average indicators of achievement motivation of students in sports gymnasium are and compare them with indicators of the general population, between men and women, between the youngest and oldest classes and types of sports played. For the measurement of achievement motivation has been used a standardized questionnaire achievement motivation (D-M-V). The results found that the achievement motivation among students of sports gymnasium is the average, we can find the highest motivation in athletics, achievement motivation of men and women is the same, the youngest classes show a lower level of achievement motivation compared to the oldest classes. Utility of the research is mainly for directing sports gymnasium that can improve teaching less motivated sports. Also for parents deciding between a sport offered by school or by an individual. Trainers and PE (physical education) teachers can make use in their job of the fact that achievement motivation is the same on both sexes, and they can use the same motivational methods.
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Bal, M., and Imants Barušs. "Perceived Parental Attachment and Achievement Motivation." Psychological Reports 109, no. 3 (December 2011): 940–48. http://dx.doi.org/10.2466/09.10.21.pr0.109.6.940-948.
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A significant amount of research in attachment theory has been devoted to factors affecting academic achievement, but less attention has been given to the role of attachment in the relation between academic achievement and achievement motivation. The current preliminary study examined the role of perceived parental attachment in achievement motivation. Self-report data obtained from the Parental Attachment Questionnaire, Achievement Goals Questionnaire, and the Performance Failure Appraisal Inventory were collected from 50 university students with a mean age of 18.8 yr. Correlation and regression analyses indicated that parental facilitation of independence correlated significantly and negatively with fear of failure. Results yielded partial support for the hypothesis that performance-oriented goals are related to a fear of failure, whereas mastery-oriented goals are not. The results also suggest that high parental attachment in the case of high-frequency religious practitioners is related to an increased chance of acquiring a more avoidance-oriented achievement motivation.
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Hidayati, Nurul. "The effect of achievement motivation and expectation toward students’ learning achievement on Islamic education." MUDARRISA: Journal of Islamic Education 9, no. 2 (January 22, 2018): 208. http://dx.doi.org/10.18326/mdr.v9i2.208-227.
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This research aims at figuring out the effect of students’ achivement motivation and expectation towards students’ learning achivementa t PAI subject at VII class in junior high school level in 2014. There were three schools involved in the research: SMP N 1 Salatiga, Salatiga SMP N 6, and SMP Muhammadiyah Salatiga. This is quantitative research with purposive sampling technique. The data collecting technique were questionnaires, test and documents. Questionnaires were to see the relation between students’ achievement motivation and expectation while test was used to gain data for learning achievement on PAI. The instruments for questionnaire were tested using validity and reliability test, normality test, autocorrelation test, F test, and coefficient determinant test. The data analysis used regression techniques. The findings of the research show that independent variables of achievement motivation (X1) and expectations (X2) influence the dependent variable of learning achievement (Y) by Y’ = 48.866 + 0.04 X1 + 0.258 X2 . This implies that 1 value of achievement motivation and 1 value of exectation will result on 49.164 learning achievement in PAI subject.
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Dutta Roy, Devdulal. "Construct validity of writing motivation questionnaire." International Journal of Psychological Research 3, no. 2 (December 30, 2010): 6–11. http://dx.doi.org/10.21500/20112084.806.
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The article reports results of two consecutive studies designed to understand construct validity of writing motivation and to examine its utility in the prediction of academic achievement. In first study, data were collected from 884 students of primary education through writing motivation questionnaire with seven domains (Dutta Roy, 2003). Correspondence analysis reveals two latent traits (intrinsic and extrinsic) of writing motivation. In the second study, writing motivation questionnaire was administered to 200 students and their academic performances in schools were collected. Results reveal inverse relation between latent traits. Composite scores of intrinsic writing motivation were positively and those of extrinsic writing motivation were negatively correlated with academic performance.
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Ruiz-Juan, Francisco. "Validez de constructo interna y externa del AGQ y PTEGQ en español." Anales de Psicología 31, no. 2 (April 25, 2015): 626. http://dx.doi.org/10.6018/analesps.31.2.170041.
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The objective is to analyze the psychometric properties of Achievement Goals Questionnaire (AGQ) and Perceptions of Teachers' Emphasis on Goals Questionnaire (PTEGQ) in Spanish, determining the reliability and construct validity and external validity by understanding that achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in those subjects who exercise at leisure time regularly. Psychometric tests confirm PTEGQ and AGQ have four dimensions that are hypothesized from the original one. It has proved the structural supporting hypothesis that it is based on the principle of compatibility. It has also been demonstrated construct validity and external validity as achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in active subjects. Its reliability has been acceptable
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Ompusunggu, Henny Erina Saurmauli. "Hubungan Antara Motivasi Belajar Dengan Prestasi Belajar Mahasiswa/i Fakultas Kedokteran Universitas HKBP Nommensen." Nommensen Journal of Medicine 6, no. 1 (November 2, 2020): 32–35. http://dx.doi.org/10.36655/njm.v6i1.247.
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Background : Quality human resource are needed by our country in order to compete with other countries. Indicator of quality human resources graduated from university are good academic achievements. Academic achievement is affected by several factors, such as learning motivation. The aim of this study is to determine the correlation between learning motivation and academic achievements in Medical Faculty of Universitas HKBP Nommensen students.
Methods: This research was an analytic study. Respondents of this study were 148 active students of Universitas HKBP Nommensen. Learning motivation skor were obtained using an intrinsic motivation questionnaire and academic achievements were obtained from cumulative achievement index. Pearson test was used to analyzed the correlation between learning motivation and academic achievements of respondents.
Results: Medical Faculty of Universitas HKBP Nommensen students majority had high learning motivation with academic achievments 3,19 ± 0,28. There was no correlation between learning motivation and academic achievements in Medical Faculty of Universitas HKBP Nommensen students (p = 0,227).
Conclusion: There is no correlation between learning motivation and academic achievements in Medical Faculty of Universitas HKBP Nommensen students.
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Lisiswanti, Rika, Rossi Sanusi, and Titi Savitri Prihatiningsih. "Hubungan Motivasi dan Hasil Belajar Mahasiswa Kedokteran." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 4, no. 1 (March 29, 2015): 1. http://dx.doi.org/10.22146/jpki.25259.
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Background: Motivation is the force that drives a person to do something. Motivation can affect student learning achievement. The purpose of this study was to examine the relationship between motivation and student learning achievement. Method: This research method was a cross sectional survey. The study was conducted at the Medical Faculty of Lampung University. The study population was students that taking Medical Basic Science (MBS) blocks 3. Samples were from all population. The instrument used to assess motivation was Motivated Strategies of Learning Questionnaire (MSLQ). The questionnaire comprises 6 dimensions divided into 31 questions that intrinsic, extrinsic, task value, control of learning beliefs, self-efficacy and anxiety. Learning achievement were measured by the MCQ which. Questionnaire data were taken at the end of the block MBS3, which analyzed using Pearson Product Moment correlation. Results: The correlation between intrinsic motivation and student’s achievement obtained -0.020 with 0.805 significance (p> 0.05). Relationships intrinsic motivation and student’s achievement showed an inverse relationship. Extrinsic motivation and student’s achievement obtained 0.670 with 0.397 significance (P> 0.05). The correlation task value and student’s achievement 0.066 with 0.403 significance (p> 0.05). The correlation control of learning beliefs and student’s achievement of 0.054 with 0.339 significance (p> 0.05). The correlation of self-efficacy and student’s achievement of 0.054 with 0.496 significance (p> 0.05). The correlation test anxiety and student’s achievement -0.060 with 0.447 significance (p> 0.05). The correlation of total score of motivation and student’s achievement 0.034 with 0.670 significance (p> 0.05). All correlation dimension obtained motivation was weak and not significance.Conclusion: The results showed very weak positive correlation between the total score of motivation to learning achievement.
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Dwisarini, Ni Made Sastri. "Direct and Indirect Effects of Parenting Style, Self-Efficacy, and Achievement Motivation on Science Learning Achievement of Junior High School Students." JURNAL PENDIDIKAN SAINS (JPS) 8, no. 1 (April 7, 2020): 32. http://dx.doi.org/10.26714/jps.8.1.2020.32-40.
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This study aimed to describe direct and indirect effect of parenting style, self-efficacy, achievement motivation to science academic achievement at junior high school students. This type of study is a quantitave with ex-post facto design. This study was conducted at six civil junior high school. The population of this study were 6232 students. Using cluster random sampling technique, 6 schools were selected as sample and using proportionate stratified random sampling technique, 422 students were selected as sample. Parenting style questionnaire, self-efficacy questionnaire, achievement motivation questionnaire, and science academic achievement test were used to collect the data. The data was analysed descriptively and path analyses was used to testing the hypothesis. First, the results showed that there were direct and indirect effects of parenting style to academic achievement. The direct effect of parenting style to science academic achievement (ρ=0,224), indirect effect of parenting style through self-efficacy was 0,095, indirect effect of parenting style through achievement motivation was 0,212, and indirect effect of parenting style through self-efficacy and achievement motivation was 0,065. Second, The result showed the direct effect of self-efficacy to science academic achievement (ρ=0,101), indirect effect of self-efficacy through achievement motivation 0,070. Third, the result also showed direct effect of achievement motivation to science academic achievement (ρ=0,577).
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Sinulingga, Albadi. "The Effect of Competitive Sport on Achievement’s Motive—Study of Between Students’ Athletes and Students’ Non-Athletes." World Journal of Educational Research 4, no. 1 (January 20, 2017): 178. http://dx.doi.org/10.22158/wjer.v4n1p178.
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<em>This study aims to reveal whether the sporting achievement (high performance) among student athletes able to cultivate qualities oriented achievement motivation. Research by design ex post de facto (research after the event) in which the data collection techniques using achievement motivation questionnaire. The Achievement motivation questionnaire arranged and developed following the Likert model with reference to five levels, with a reliability of 0.85, while the alternative answers were arranged in such a way in the form of simulation. The population in this study was the PPLP student athletes in North Sumatra and students of SMA 6 Medan. Based on the results of the study at 95% confidence level (α 0.05), significantly found (1) there were differences in achievement motivation among student athletes and non-athletes, (2) there was no difference in achievement motivation by the length of exercise, (3) there were no difference in achievement motivation of athletes male and female athletes, (4) there was not difference in achievement motivation among the 7 sports. The results of the study recommended that to improve students achievement motivation should participate or engage in competitive sports.</em>
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Yunus, Muhammad, Muhammad Mujtaba Habibi, and Rista Ayu Mawarti. "Pengaruh Motivasi Berprestasi dan Prestasi Akademik terhadap Kemampuan Pemecahan Masalah Kewarganegaraan." Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan 5, no. 1 (June 30, 2020): 122. http://dx.doi.org/10.17977/um019v5i1p122-130.
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This study aimed to determine the effect of motivation achievement and academic achievement on citizenship problem-solving. This study used a quantitative approach to the type of correlational research. The research population was 704 students of State University of Malang, namely students which were taking Civics Education courses in the even semester of the academic year 2018/2019. The sample consisted of 70 students that were chosen by a purposive random sampling technique. Data collection was done by questionnaire, documentation, and essay test. Questionnaires were used to measure achievement motivation, documentation was used to obtain academic achievement data, and essay tests to measure problem-solving abilities. Data analysis used multiple regression with the SPSS application. The results of the study indicated that achievement motivation influenced the ability to solve citizenship problems. Academic achievement affected the ability to solve citizenship problems. Simultaneously, achievement motivation and academic achievement together affected the ability to solve citizenship problems.
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Shirdel, Kheironesa, Mohammad Kazem Fakhri, and Bahram Mirzaeyan. "The Structural Model of Educational Self-regulation Based on Learning Strategies and Attributional Styles by the Mediator of Achievement Motivation Among Secondary High School Students in Sari in 2017-2018." International Clinical Neuroscience Journal 5, no. 3 (September 30, 2018): 92–97. http://dx.doi.org/10.15171/icnj.2018.18.
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Background: Achievement motivation is one of the critical variables that predict educational achievement and success in the future. Therefore, the identification of effective factors upon achievement motivation may be one of the basic subjects in education. The present study aimed to evaluate the structural model of educational self-regulation based on learning strategies by the mediator of achievement motivation among students. Methods: The present study was correlation research with structural equation modeling (SEM). The statistical universe of this study consisted of all boy and girl students at secondary high schools in 2017-2018. The multistep random cluster sampling selected 375 (215 girls and 160 boys). Data gathered by the Bouffard educational self-regulation questionnaire, learning strategies questionnaire, attributional style questionnaire, and Herman’s achievement motivation questionnaire. Data analysis gathered by path analysis and structural equations with Lisrel 8.80 software. Results: The research results indicated the direct effects of learning strategies and attributional styles upon achievement motivation (P<0.05). Also, model fitting indicated indirect effects of learning strategies and attributional styles by achievement motivation upon students learning self-regulation (P<0.01). Conclusion: Research results indicate that self-regulation learning strategies are educational. The teaching of these strategies is effective in increasing internal attribution style for positive events and decreasing this style for adverse events among students.
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Ali, M. R. "Relationship between Achievement Motivation and Academic Performance of College Students in a Developing Country." Psychological Reports 63, no. 3 (December 1988): 719–22. http://dx.doi.org/10.2466/pr0.1988.63.3.719.
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This study investigated the relationship between achievement motivation and academic performance of 67 college students in Zambia. Achievement motivation was measured by applying a modified version of Lynn's achievement motivation questionnaire and academic performance was measured by averaging the grades of term examinations. A Pearson product-moment correlation indicated a significant positive relation between achievement motivation and academic performance. The practical significance was discussed. It is suggested that achievement motivation training programs for underachieving students in developing countries might improve their academic performances.
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Febriana, Beta Wulan. "Analysis of student’s achievement motivation in learning chemistry." International Journal of Science and Applied Science: Conference Series 1, no. 2 (August 14, 2017): 117. http://dx.doi.org/10.20961/ijsascs.v1i2.5132.
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<p class="Abstract">The aim of the study is to determine the effect of student’s achievement motivation toward learning chemistry. This research was conducted at SMK Kesehatan Rahani Husada. The descriptive method was used in this research. The data was collected using test for student’s cognitive achievement and questionnaire for achievement motivation. Data was analyzed using descriptive analysis techniques. The results show that achievement motivation on XI grade of SMK Kesehatan Rahani Husada students was in the category of achievement motivation “high” at 47,54%. Moreover, achievement motivation tends effect is random to student’s achievement.</p>
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Milinkovic, Ivana, and Ivana Kovacevic. "PREDICTING LEADERSHIP STYLES BASED ON ACHIEVEMENT MOTIVATION." Humanities & Social Sciences Reviews 8, no. 4 (September 17, 2020): 1158–67. http://dx.doi.org/10.18510/hssr.2020.84110.
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Purpose: The fields of motivation and leadership are very wide, and there is a large number of factors that mediate their relationships. The research aimed to examine is there a correlation between leaders’ achievement motivation and their leadership styles (transformational, transactional, and passive), and whether the achievement motive can be a predictor of leadership style.
Methodology: Quantitative research was conducted in 4 companies from the territory of Serbia. Leaders and their subordinates completed two questionnaires, MLQ (Multifactor Leadership Questionnaire) and AMI (Achievement Motivation Inventory). The MLQ was used to measure transformational, transactional, and passive leadership style. AMI is a psychological test that was used to evaluate the expression of achievement motivation.
Main Findings: The results showed that there is a correlation between achievement motivation and passive (r = -. 544; p <.01; N = 30), transactional (r = .381; p <.05; N = 30), and transformational leadership style (r = .412; p <.05; N = 30). Regression analysis determined the equations by which those leadership styles can be predicted based on achievement motivation.
Applications: The possibility of predicting leadership styles can contribute to the process of selection of employees in companies, especially those who come directly to management positions, and employee development process.
Novelty/Originality of this study: Assessing motivation for achievement as a personality trait among employees and predicting the type of leadership style based on that.
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Martincová, Jana, Pavla Andrysová, and Jana Trubelíková. "Achievement Motivation and General Motivational Tendencies of Social Pedagogy Students." Asian Social Science 12, no. 1 (December 21, 2015): 237. http://dx.doi.org/10.5539/ass.v12n1p237.
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<p>This article introduces readers to the level of motivation of Social Pedagogy students within the context of this discipline in the Czech Republic. Herein it poses a number of topical questions, especially in relation to the manner of future social pedagogues’ preparation, selection of applicants, and their chances in the labor market. Equally it takes account of the elementary methods of measuring achievement motivation. In the empirical part the design of the research is proposed and the findings are presented. The primary aim of the research was to determine the level of achievement motivation of Social Pedagogy students at undergraduate preparation and their motivational tendencies. The secondary aim was to observe change dynamics in the level of achievement motivation and its individual components during university studies. The tests of LMI Achievement Motivation Questionnaire and MMG Multi-Motive Grid were used to obtain the results. In the conclusion of the work, the authors ask the question of how meaningful the contemporary approach of Social Pedagogy as a subject in the Czech Republic is; and they propose potential innovations. Moreover, research findings which have also shown prospective areas of students’ development can provide useful suggestions for pedagogues who research Social Pedagogy or educate future Social Pedagogues.</p>
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Dwyer, John J. M. "Internal Structure of Participation Motivation Questionnaire Completed by Undergraduates." Psychological Reports 70, no. 1 (February 1992): 283–90. http://dx.doi.org/10.2466/pr0.1992.70.1.283.
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The current study was conducted to examine the internal structure of the 1983 Participation Motivation Questionnaire of Gill, Gross, and Huddleston, a measure of motives for participating in sport and physical activity, when used among undergraduates. Principal component analysis of responses from students yielded a six-factor solution. The subscales were team orientation, achievement/status, fitness, friendship, skill development, and fun/excitement/challenge. The internal consistency for the subscales was generally adequate (coefficients alpha ranged from .67 to .93). Descriptive statistics indicated that the students' most important motives for participating in physical activity were to (a) maintain fitness, (b) experience fun, excitement, and challenge, and (c) acquire and improve skills. The least important motives for participating in physical activity were to (a) maintain and develop friendship, (b) obtain achievement and status, and (c) experience teamwork, team spirit, and being on a team. Avenues of research are discussed.
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Ziegler, Matthias, Stefan Schmukle, Boris Egloff, and Markus Bühner. "Investigating Measures of Achievement Motivation(s)." Journal of Individual Differences 31, no. 1 (January 2010): 15–21. http://dx.doi.org/10.1027/1614-0001/a000002.
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After a long debate there is now growing agreement that implicit and explicit achievement motivation can be seen as distinct constructs. One of their major differences lies in their predictive validity, which supposedly differs depending on the setting. Empirical evidence exists to the effect that different explicit measures based on different theoretical concepts build one construct. For implicit measures, however, such evidence is lacking. Thus, scores on three implicit and three explicit achievement motivation measures, an intelligence test, and a Big 5 questionnaire were obtained (N = 150) as well as two criteria. The explicit achievement motivation measures were classified as being based either on Murray’s or on McClelland’s theory. Results replicate the idea of a common construct for explicit measures but not for implicit measures. The assumed predictions did not occur for all tests and disappeared when controlling for intelligence.
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Fatimah, Wa Ode, Firdaus Sale, and Yulius Tandi Sapan. "THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND THEIR SPEAKING ACHIEVEMENT AT ENGLISH DEPARTMENT OF HALU OLEO UNIVERSITY." Journal of Teaching English 4, no. 4 (December 22, 2019): 452. http://dx.doi.org/10.36709/jte.v4i4.13972.
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This research focuses on the correlation between students’ motivation and their speaking achievement. The research conducts in Halu Oleo University, English Department at academic year 2017/2018 that have pass Speaking III to see their motivation and speaking achievement. There are 36 students taken as sample. The data of the research collect through close-ended questionnaire adapted from Gardner (1985) who had developed the Attitude/Motivation Test Battery (AMTB) to get the data of students’ motivation index (integrative motivation and instrumental motivation), especially in speaking III. To analyze the data, the researcher uses descriptive statistic to find out the students’ speaking achievement and their motivations based on the five categories of; very good, good, moderate, low and failed. The researcher uses the SPSS 16 program as the statistical program to analyze the data. The finding of the research shows that students’ speaking achievement was mostly categorized as a moderate category and students are moderate motivated in speaking English. The result of inferential statistical analysis show that the result of the Pearson correlation is valued as much as rxy= 0,479 (moderate correlation) with positive significant 0.03(rxy<0.05). Based on the data, the researcher found that there is a significant correlation between students’ motivation and their speaking achievement at English Department of Halu Oleo University. Motivation is an important factor that influenced students’ achievement. Motivation is directly proportional to the score of students. The higher the students’ motivation to speak, the higher their speaking score achieved. Keywords: Speaking, speaking achievement, motivation (integrative and instrumental)
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Fatimah, Wa Ode, and Firdaus Sale. "The Correlation between Students’ Motivation and Their Speaking Achievement at English Department of Halu Oleo University." Journal of English Education and Teaching 3, no. 2 (August 24, 2019): 249–59. http://dx.doi.org/10.33369/jeet.3.2.249-259.
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This research focused on the correlation between students’ motivation and their speaking achievement. The research conducts in Halu Oleo University, English Department at academic year 2017/2018 that have pass Speaking III to see their motivation and speaking achievement. There are 36 students taken as sample. The data of the research collect through close-ended questionnaire adapted from Gardner (1985) who had developed the Attitude/Motivation Test Battery (AMTB) to get the data of students’ motivation index (integrative motivation and instrumental motivation), especially in speaking III. To analyze the data, the researcher uses descriptive statistic to find out the students’ speaking achievement and their motivations based on the five categories of; very good, good, moderate, low and failed. The researcher uses the SPSS 16 program as the statistical program to analyze the data. The finding of the research shows that students’ speaking achievement was mostly categorized as a moderate category and students are moderate motivated in speaking English. The result of inferential statistical analysis show that the result of the Pearson correlation is valued as much as rxy= 0,479 (moderate correlation) with positive significant 0.03(rxy<0.05). Based on the data, the researcher found that there is a significant correlation between students’ motivation and their speaking achievement at English Department of Halu Oleo University. Motivation is an important factor that influenced students’ achievement. Motivation is directly proportional to the score of students. The higher the students’ motivation to speak, the higher their speaking score achieved.
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Tran, Lap Thi, and Tuan Son Son Nguyen. "MOTIVATION AND MATHEMATICS ACHIEVEMENT: A VIETNAMESE CASE STUDY." Journal on Mathematics Education 12, no. 3 (September 13, 2021): 449–68. http://dx.doi.org/10.22342/jme.12.3.14274.449-468.
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Motivation plays a critical role in engaging students to study mathematics and in improving their mathematics performance. The relationship between motivation and mathematics achievement has been discussed in the literature; however, research gaps exist in terms of empirical testing of the key aspects in the context of mathematics education in Vietnam. Therefore, the aim of this study is to address the research gaps by empirically examining the relationship between mathematics motivation and mathematics achievement among high school graduate students in Vietnam. This study adopted the academic motivation toward mathematics scale (AMTMS) for its questionnaire survey and data collection. Six hundred and eighty responses were received from high school graduate students. The data were subjected to structural equation modelling analysis. The current study generated several key findings. Amotivation has been proven to negatively affect mathematics achievement. However, introjected regulation, identified regulation and intrinsic motivation positively affect mathematics achievement. The findings emerging from the current study provide a strong theoretical foundation for improving mathematics achievement by encouraging teachers to improve motivational conditions in mathematics classes in Vietnam. The study discusses some strategies, such as how to foster mastery orientation and the application of effective technology, to improve mathematics achievement.
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Alkan, Fatma, and Aysem Seda Yucel. "An analysis of achievement goal orientations and chemistry motivations of students within the structural equation modelling and an evaluation of the influencing factors." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 2 (August 20, 2019): 01–08. http://dx.doi.org/10.18844/prosoc.v6i2.4276.
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The aim of this study based on this view is to investigate the relationship between the achievement-goal orientations of students during learning and their motivation levels towards learning chemistry. The study was designed in the relational survey model. The sample of the research consists of 688 high school students. In the research, the scale of achievement goal orientations and chemistry motivation questionnaire have been used as data collection tools. According to the structural equation modelling results, the fit indexes of the model are at the levels of good fit and acceptable fit. There is a positive and substantive link between achievement goal orientation and chemistry motivation. According to Manova results of the research, it has been determined that sex has a substantive impact on the performance-approach and performance-avoidance sub-dimensions of the achievement goal orientations scale and the internal motivation-personal convenience, external motivation, self-determination-self-sufficiency and anxiety of evaluation sub-dimensions of the chemistry motivation questionnaire.
Keywords: Achievement goal orientation, chemistry motivation, structural equation modelling, multivariate analysis of variance.
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Zhu, Xihe, and Ang Chen. "Adolescent Expectancy-Value Motivation, Achievement in Physical Education, and Physical Activity Participation." Journal of Teaching in Physical Education 32, no. 3 (July 2013): 287–304. http://dx.doi.org/10.1123/jtpe.32.3.287.
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This study examined the relation between adolescent expectancy-value motivation, achievements, and after-school physical activity participation. Adolescents (N = 854) from 12 middle schools completed an expectancy-value motivation questionnaire, pre and posttests in psychomotor skill and health-related fitness knowledge tests, and a three-day after-school Physical Activity Recall. Data were analyzed using structural equation modeling to test an a priori model. Results revealed that expectancy belief significantly predicted adolescent psychomotor achievement, and that psychomotor achievement was the only direct significant predictor for physical activity participation (p < .05). Expectancy belief and task values were not significantly directly associated with adolescent physical activity participation (p > .05). The findings suggested the relation between adolescent expectancy-value motivation and physical activity participation is likely to be mediated by their psychomotor skill achievement.
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Tisa, Fatimah, Sofendi Sofendi, and Eryansyah Eryansyah. "Reading and its relationships among attitude, motivation, and comprehension achievement in upper secondary school students." JEES (Journal of English Educators Society) 6, no. 1 (March 30, 2021): 42–51. http://dx.doi.org/10.21070/jees.v6i1.751.
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Reading is essential in every subject. Reading also has a relationship with the students' achievement. This study is aimed to investigate whether or not there is (1) a significant correlation between reading attitude and reading comprehension achievement, (2) a significant correlation between reading motivation and reading comprehension achievement, (3) a significant correlation between reading attitude and reading motivation, and (4) any correlation between predictor variables and the criterion variable. The study was a correlational study with Pearson-product moment correlation. The sample of this study were 95 eleventh graders of upper secondary school. Cluster random sampling technique is used in this study. Questionnaires of reading attitude, reading motivation, and reading comprehension tests are given. The questionnaire result reveals that the reading attitude was negative, and reading motivation is medium. Furthermore, the results show that reading attitude and reading comprehension has a significant correlation. Reading motivation and reading comprehension also has a significant correlation. The roles of students, parents and teachers must work suitably in order to construct the positive reading atmosphere, thus they could achieve the better achievement in reading even for all subjects.
HIGHLIGHTS:
The supports from family in motivating the children to be a good reader could build the positive attitude toward reading.
Reading motivation can lead to the improvement in language learning performance.
The learners who tend to read simple English texts can be said as the learners who were lacking English reading experiences.
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Suparman, Lalu. "Bubble Network System and Achievement Motivation Toward Students’ Writing Achievement." PALAPA 4, no. 2 (November 30, 2016): 53–71. http://dx.doi.org/10.36088/palapa.v4i2.23.
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The investigated of this study was the effect of BNS (Bubble Network System ) strategy and achievement motivation toward students writing achievement at the eleventh graders of Madrasah Aliyah NW Kotaraja. The design of the research was post-test only control group design. The study involved 80 students as samples which were taken by using random sampling technique, where the sample were divided into two groups, experimental and control group. The collection of the data were collected using questionnaire and test, which were analyzed using two-ways ANOVA. The finding data of the study displayed that (1) there is a significant difference on the English writing between the students taught by using BNS strategy and conventional strategy (FA=33.5, p<0.05), (2) there is a significant interaction between teaching strategy and achievement motivation on the English writing (FAB =30.12, p<0.05), (3) for the students with high achievement motivation, there is a significant difference on the English writing taught by BNS strategy and conventional strategy (Qob = 10.4, p<0.05), (4) for the students with low achievement motivation, there is no significant difference on the English writing taught by BNS strategy and conventional strategy (Qob = 0.302, p > 0.05)
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Kainta, Erwin, and Jerry Elfindo Rombot. "Exploring Students’ Motivation and Vocabulary Achievement through Labeling Method." Vision: Journal for Language and Foreign Language Learning 9, no. 1 (April 25, 2020): 1. http://dx.doi.org/10.21580/vjv9i14509.
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<p>Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the <em>Classroom Action Research</em> method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.</p>
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Mady, Callie, and Alexandra Seiling. "The Coupling of Second Language Learning Motivation and Achievement According to Gender." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1149. http://dx.doi.org/10.17507/tpls.0712.01.
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Despite research investigating gender differences in second language motivation, the examination of such differences with a coupling of motivation and achievement evidence is less common. Given that increased motivation is a contributory factor of achievement (e.g., Schmidt et al., 2001) where gender can also be an influencing variable, it is important to examine the influence of gender on motivation and proficiency in second language education. The following article explores the motivation of 87 Grade 6 early French immersion students through the means of a questionnaire, grounded in Gardner’s socio-educational (1985) and MacIntyre’s (1994) willingness to communicate models. Through multiple regression analysis, the questionnaire findings were examined to see, which if any, variables predicted French proficiency as measured through a multi-skills French test. The female participants outperformed the males in French reading, writing and speaking, whereas only one significant difference was found on the questionnaire items (i.e., language awareness). Although the multiple regression analyses showed both increases and decreases in French achievement according to questionnaire items, where there were significant differences being female was associated with increases in French achievement. These findings offer a gateway to further research, as educators strive to offer quality second language education to all.
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Syahruddin, Syahruddin, and Ricardo Valentino Latuheru. "The Effect of The Strength of Extremity and Motivation on Forward Roll of Achievement Learning." Journal of Physical Education Health and Sport 6, no. 1 (August 11, 2019): 11–17. http://dx.doi.org/10.15294/jpehs.v6i1.19090.
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The aims this research to determine whether there is influence of upper extremity strength, lower extremity strength and motivation on forward roll of achievement learning. The type of this study is a correlational survey involving independent variables consisting of upper extremity strength, lower extremity strength and motivation while the dependent variable is forward roll of achievement learning. The research sample was 40 students from SMK Layoa Bantaeng who were taken by purposive random sampling. The research instrument was arm muscle strength test using push and pull dynamometer, leg muscle strength test using leg dynamometer, and motivational questionnaire as well as forward roll process instruments. The results showed that there was a significant effect of upper extremity strength on forward roll of achievement learning (p <0.05), there was a significant effect of lower extremity strength on forward roll of achievement learning <0.05), there was a significant effect of motivation on forward roll of achievement learning (p <0.05) and there is a significant effect together of upper extremity strength, lower extremity strength and motivation on forward roll of achievement learning (p <0.05).
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Ardura, Diego, and Alberto Pérez-Bitrián. "The effect of motivation on the choice of chemistry in secondary schools: adaptation and validation of the Science Motivation Questionnaire II to Spanish students." Chemistry Education Research and Practice 19, no. 3 (2018): 905–18. http://dx.doi.org/10.1039/c8rp00098k.
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The present study aims to analyse the effect of motivational variables and previous academic achievement on students’ future choice of chemistry once this subject becomes optional in the educational system. Toward this goal, the translation and adaptation of the Science Motivation Questionnaire II (SMQII) has been undertaken in our investigation to measure students’ motivation towards physics and chemistry. The sample comprised 1060 secondary school Spanish students divided into two groups: 695 students who chose the subject when it became optional for the first time and 365 who decided to leave it. Factor analysis confirmed the original structure of latent variables in our sample, providing validity for this adaptation to a new language and context. A segmentation analysis confirmed that career motivation was the best predictor of students’ retention in physics and chemistry before previous academic achievement and the rest of the motivational variables. Although significant gender differences were found in self-efficacy and self-determination, these seem not to be relevant in students’ choice.
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Fauzia, Ellya. "PENGARUH PRESTASI BELAJAR DAN MOTIVASI BERPRESTASI TERHADAP KESIAPAN BERWIRAUSAHA PADA SISWA SMK NEGERI 1 CERME GRESIK." JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN 1, no. 1 (March 17, 2017): 53. http://dx.doi.org/10.26740/jepk.v1n1.p53-65.
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The objective of this study is to investigate the effect of academic achievement on the entrepreneurship readiness, achievement motivation on the entrepreneurship readiness and both academic achievement and achievement motivation on the entrepreneurship readiness. The population covers 515 students coming from 6 different classes. The samples are 87 students taken from 2 classes of Grade XII Multimedia department and 1 class of Industrial Chemistry. Data were collected using questionnaire. Regression analysis of F-test and t-test were employed to analyze the data. The finding indicates that operational t coefficient of the academic achievement is 4.093 (d.f.: 0.000) and the achievement motivation is 2.350 (d.f.: 0.000). In addition, the operational F coefficient of both academic achievement and achievement motivation is 12.456 (d.f.: 0.000). In conclusion, academic achievement positively influences student’s entrepreneurship readiness and so does achievement motivation. Accordingly, both variables influence the students’ entrepreneurship readiness.
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Wahyuningsih, Roy. "Prestasi Belajar Siswa : Kompetensi Pedagogik Guru dan Motivasi Belajar Siswa." Jurnal Paedagogy 8, no. 2 (April 4, 2021): 117. http://dx.doi.org/10.33394/jp.v8i2.3472.
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This study aims; (1) to analyze the effect of teacher pedagogic competence on student achievement, (2) to analyze the effect of learning motivation on student achievement, (3) to analyze the effect of pedagogic competence and student motivation on student achievement. This research is a quantitative study using multiple linear regression.The population in this study were all students of XI TKJ, totaling 60 students. Researchers used a questionnaire in the form of google form as an instrument to facilitate data collection. From the results of multiple linear regression analysis, it can be concluded that (1) pedagogical competence has an effect on student achievement; (2) learning motivation affects student achievement, (3) pedagogical competence and student motivation affect student achievement.
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Mendes, Marcelo Simões. "The Motivation of High School Students by Achievement Goals." Psico-USF 21, no. 2 (August 2016): 353–66. http://dx.doi.org/10.1590/1413-82712016210212.
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Abstract The present study aimed to identify, describe and analyze the achievement goals of 207 high school students in a city in São Paulo state. The instruments were the Characterization Questionnaire and Achievement Goals Questionnaire. The results indicate a major tendency to adopt the mastery-approach goal, where the student engages the activity with the purpose of developing their skills. The second more adopted goal was performance-avoidance goal, in which students tend to want to show their skills to others not to appear incompetent for them. These results above may be related to a great intension of students in completing the high school and enter the University, results also found in this study. Comprehend Achievement Goals can contribute to understanding the quality of motivation that the students apply in their activities.
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Florence O., Ojewola, and Faremi Yinusa A. "Achievement Motivation and Parenting Styles in Promoting Effective Learning Among Secondary School Students in Ondo State." European Scientific Journal, ESJ 14, no. 4 (February 28, 2018): 392. http://dx.doi.org/10.19044/esj.2018.v14n4p392.
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Effective learning among secondary school students in Ondo state has become a source of concern to all well-meaning people in the educational sector hence this study investigated achievement motivation and parenting styles in promoting effective learning among secondary school students in Ondo State. Descriptive survey design was adopted for this study. The sample was made up of 245 secondary school students randomly selected from five local government areas in Ondo state. A questionnaire titled Assessment of Secondary School Students Academic Achievement Motivation for Promoting Learning. Questionnaire was administered on the students to assess their achievement motivation and parenting styles in enhancing effective learning among secondary school students. Data collected were analysed using Analysis of Variance and t-test. The three null hypotheses formulated were tested at 0.05 alpha level. The results revealed that there was no significant difference between academic achievement motivation and parenting styles of secondary school students. The other two hypotheses based on family structure and gender were not rejected. It was concluded that achievement motivation and the styles adopted by parents in raising their children may not have any impact on the secondary school students’ effective learning outcome. It was also recommended among others that teachers and parents should make their students to develop achievement motivation.
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Sabti, Ahmed Abdulateef, Sabariah Md Rashid, Vahid Nimehchisalem, and Ramiza Darmi. "The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners." SAGE Open 9, no. 4 (July 2019): 215824401989428. http://dx.doi.org/10.1177/2158244019894289.
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Previous studies have examined learner factors such as anxiety, self-efficacy, and achievement motivation in ESL/EFL (English as a second language/English as a foreign language) writing. Studies have affirmed that self-efficacy and achievement motivation could enhance writing performance, whereas anxiety may hinder writing achievement. This study aimed to examine individual differences in Iraqi EFL learners’ writing anxiety, writing self-efficacy, and writing achievement motivation in the Iraqi EFL context. A quantitative approach, specifically the correlational design, was employed to examine the abovementioned relationships. The sample of the study comprised 100 Iraqi undergraduate students majoring in English language from two Iraqi public universities. Data were collected via four instruments: three questionnaires, namely, Second Language Writing Anxiety Inventory (SLWAI), Writer Self-Perception Scale (WSPS) and Achievement Goal Questionnaire (AGQ), and one descriptive writing task. The findings of this study discovered that the higher the writing anxiety level, the poorer the writing performance, whereas the higher the writing self-efficacy and writing achievement motivation level, the better the writing performance. The findings of this study also indicated that both writing self-efficacy and writing anxiety, and writing anxiety and writing achievement motivation were negatively correlated, whereas writing self-efficacy and writing achievement motivation were significantly and positively correlated. This study suggests that these factors need to be taken into consideration in EFL writing instruction to facilitate the teaching and learning process of EFL writing, which in turn would help enhance the EFL undergraduates’ writing ability.
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Susana, Cicik. "PENGARUH KEPEMIMPINAN TRANSFORMASIONAL DAN MOTIVASI BERPRESTASI TERHADAP KOMITMEN ORGANISASIONAL GURU DI SMP NEGERI 1 SELOPURO KABUPATEN BLITAR." AKUNTABILITAS: Jurnal Ilmiah Ilmu-Ilmu Ekonomi 10, no. 2 (February 26, 2018): 1–11. http://dx.doi.org/10.35457/akuntabilitas.v10i2.304.
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This research is to know the influence of transformational leadership and achievement motivation toward organizational commitment of teacher in SMPN 1 Selopuro Blitar Regency. The research was conducted by questionnaire survey method at the teacher at SMPN 1 Selopuro Blitar Regency. Data collection was done by distributing questionnaires to respondents. Questionnaires were distributed to 43 teachers at SMPN 1 Selopuro Blitar. The analytical tool used is Multiple Linear Regression using 16.00 for windows application. The results showed that: 1) There was no positive and significant influence of transformational leadership on organizational commitment of teachers in SMPN 1 Selopuro Blitar Regency; 2) There is a positive and significant influence of achievement motivation on organizational commitment of teachers in SMPN1 Selopuro Blitar Regency; and 3) There is a positive and significant influence of transformational leadership and achievement motivation simultaneously to the organizational commitment of teachers in SMPN1 Selopuro Blitar Regency.
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Susana, Cicik. "PENGARUH KEPEMIMPINAN TRANSFORMASIONAL DAN MOTIVASI BERPRESTASI TERHADAP KOMITMEN ORGANISASIONAL GURU DI SMP NEGERI 1 SELOPURO KABUPATEN BLITAR." AKUNTABILITAS: Jurnal Ilmiah Ilmu-Ilmu Ekonomi 10, no. 2 (February 26, 2018): 1–11. http://dx.doi.org/10.30957/akuntabilitas.v10i2.304.
Full textAbstract:
This research is to know the influence of transformational leadership and achievement motivation toward organizational commitment of teacher in SMPN 1 Selopuro Blitar Regency. The research was conducted by questionnaire survey method at the teacher at SMPN 1 Selopuro Blitar Regency. Data collection was done by distributing questionnaires to respondents. Questionnaires were distributed to 43 teachers at SMPN 1 Selopuro Blitar. The analytical tool used is Multiple Linear Regression using 16.00 for windows application. The results showed that: 1) There was no positive and significant influence of transformational leadership on organizational commitment of teachers in SMPN 1 Selopuro Blitar Regency; 2) There is a positive and significant influence of achievement motivation on organizational commitment of teachers in SMPN1 Selopuro Blitar Regency; and 3) There is a positive and significant influence of transformational leadership and achievement motivation simultaneously to the organizational commitment of teachers in SMPN1 Selopuro Blitar Regency.
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Ghamari, Mohammad. "The Relationship of Internal Motivation Components and Academic Achievement among High School Students." International Journal of Human Resource Studies 1, no. 2 (October 18, 2011): 89. http://dx.doi.org/10.5296/ijhrs.v1i2.1111.
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Abstract The aim of this research was to determine the relationship between internal motivation and academic achievement among high school students. Using multi-stage cluster sampling 307 high school students were selected. Then internal motivation questionnaire administrated. To measure the academic achievement, their academic grade average was used. Using the Pearson correlation coefficient, stepwise regression analysis, and Z test Collected data were analyzed. Results showed that there is positive and significant relationship between internal motivation and academic achievement. There is positive and significant relationship between interest, competence, effort, lack of stress, selection, value and academic achievement. Between components of the internal motivation, competence, lack of stress and value explained about 24 percent of student academic achievement variance. The relationship of internal motivation and academic achievement among male and female students is no different.
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Lou, Tianyang, Yuning Zu, and Ling Zhu. "A study of motivation and team member selection in online games." Asia Pacific Journal of Marketing and Logistics 32, no. 6 (November 12, 2019): 1286–304. http://dx.doi.org/10.1108/apjml-04-2019-0234.
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Purpose The purpose of this paper is to investigate impact of playing motivation on team member selection (TMS) in online games specifically related to Massively Multiplayer Online Role-playing Game environment. Design/methodology/approach A self-administered questionnaire was developed and administered to an online sample of 9,335 CR3 players. Findings The findings of this research indicated that social and immersion motivations have a significant effect on TMS. Additionally, it was discovered that achievement motivation has a positive relationship with dispositional TMS, a negative relationship to bond-based TMS. The moderation effect of frequency and gender is also demonstrated. Research limitations/implications The study verified the relationships of the theoretical model of the game motivation and TMS. Originality/value This study provides advice to operators of online games when motivating players to work in groups.
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Leana-Taşcılar, Marilena Z. "The Actiotope Model of Giftedness: Its Relationship With Motivation, and the Prediction of Academic Achievement Among Turkish Students." Educational and Developmental Psychologist 32, no. 1 (April 30, 2015): 41–55. http://dx.doi.org/10.1017/edp.2015.6.
Full textAbstract:
The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the creation of motivation. The aim of this study was to explore the relationship between resources and motivation components, and to determine which were predictors of academic achievement among Turkish students (440 students, 206 from the 4th grade and 234 from the 7th grade). The Questionnaire of Educational and Learning Capital (QELC) was used to assess the resources described in the AMG, and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom (IVEMOCS) was used to assess the motivation components. Findings showed significant correlations between all resources and two motivation components: intrinsic and dependence on the teacher. Using stepwise regression analysis, in 4th-graders, infrastructural capital and extrinsic motivation were found to predict academic achievement; and in 7th-graders, intrinsic motivation, economic capital, extrinsic motivation and didactic capital were found to predict academic achievement.
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Prakash, Beena, and Anjali Panigrahi. "Role of Gender and Motivation across Banking Sector in India." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 4, no. 2 (September 10, 2016): 471. http://dx.doi.org/10.21013/jmss.v4.n2.p17.
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<em>Motivation is the basic drive for all of our actions. Motivation refers to the dynamics of our behavior, which involves our needs, desires, and ambitions in life. The role of gender in shaping motivation has a long history in psychological and educational research. This paper investigates the relationship between role of gender and motivational aspects of employees behaviour. The study comprised of analysing six motives (Achievement, Influence, Extension, Control, Affiliation and Dependency) by administering MAO-B questionnaire to respondents. Sample comprised of 102 respondents from Banking sector. The study shows that most significant motive influencing the managerial behaviour for both the gender is Extension followed by Achievement motive.</em>
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de Bruin, Anique B. H., Remy M. J. P. Rikers, and Henk G. Schmidt. "The Influence of Achievement Motivation and Chess-Specific Motivation on Deliberate Practice." Journal of Sport and Exercise Psychology 29, no. 5 (October 2007): 561–83. http://dx.doi.org/10.1123/jsep.29.5.561.
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Although the importance of high motivation to engage in deliberate practice has been acknowledged, no research has directly tested this hypothesis. Therefore, the present study examined this relation in adolescent elite chess players by means of a questionnaire. In addition, to provide an explanation for dropout among promising chess players, differences in motivation between persistent and dropout chess players were analyzed. Competitiveness and the will to excel proved to be predictors of investments in deliberate practice. Moreover, achievement motivation and chess-specific motivation differed to a certain extent between persisters and dropouts. Our results suggest that motivation to engage in deliberate practice not only contains elements of the will to improve performance, but also of the will to attain exceptional levels of performance.
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Alawiyah, Tuti. "The Influence of Students Motivation Toward Students Achievement." International Journal of Language Teaching and Education 2, no. 2 (August 1, 2018): 145–56. http://dx.doi.org/10.22437/ijolte.v2i2.5000.
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This paper examines the language attitudes of Minangkabau people toward Minangkabau language (MIN) and Indonesian (BI) in West Sumatra, Indonesia. The data were collected in the form of questionnaires, in-depth interviews and participant observation with a sample of 200 Adult respondents in six research areas. This research uses a Likert scale with the categories classified into five alternatives (1 = Strongly Disagree, 2 = Disagree, 3 = Uncertain, 4 = Agree, and 5= strongly agree) and there are some tables analyzed based on yes/no questions, no=0 and yes=1. There are twelve questions on the questionnaire pertaining to the attitudes of adults. The results show that the adult attitudes can be classified into three categories, (1) positive; (2) negative; and (3) ambivalent attitudes. The third category is dominant. The term ‘ambivalent” is used for intermediate results. It is shown that the respondents expressed their feeling in both positive and negative comments in the same utterance when answering the questions related to MIN. For these responses, it is seen that there is a mixed feeling where they use “but” or “although” after expressing their positive feelings thereby countering their first statement. The evidence of the ambivalent and mixed feelings from respondents is shown. This means that Minangkabau people tend to avoid the conflict of having negative opinions; they tend to say what they mean in more indirect ways. On the other side, there is a positive attitude in response to the questions about BI. Majority of respondents have very strong positive attitudes towards BI
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Goudas, Marios, Stuart Biddle, and Kenneth Fox. "Achievement Goal Orientations and Intrinsic Motivation in Physical Fitness Testing with Children." Pediatric Exercise Science 6, no. 2 (May 1994): 159–67. http://dx.doi.org/10.1123/pes.6.2.159.
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This study examined the relationship between dispositional achievement goal orientations and intrinsic motivation following physical fitness testing. Students, aged 11–15 years, completed the Task and Ego Orientation in Sport Questionnaire, participated in the 20-m progressive shuttle run test, and then completed a modified Intrinsic Motivation Inventory (IMI). Using their goal orientations, students were placed into one of four groups: low in both task and ego, high ego/low task, high task/low ego, and high in both task and ego. A MANOVA indicated that for students in the “high” and “low” performance groups, differences in intrinsic motivation between goal orientation groups were found. Perceived success and goal orientations had independent effects on intrinsic motivation for the lower performance group but interacted to influence intrinsic motivation for the higher performance group. It is concluded that children have different motivational reactions to fitness testing, depending on their goal profile, performance, and perceived success.
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Suciah, Fitrah, Hamdana, and Fatmawati. "Extrinsic Motivation With Learning Achievements Student Of Nursing." Comprehensive Health Care 3, no. 1 (April 3, 2019): 1–10. http://dx.doi.org/10.37362/jch.v3i1.214.
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It must be stressed, that motivation is related to a goal. Learning outcomes will be optimal if there is motivation. Seeing the phenomena there are still many nursing students of Panrita Husada Bulukumba who obtained the final GPA while in the low category. Not only that, but there are also some complaints during the lecture process that are obtained from interviews with students who can interfere with the learning process. This study aims to determine the relationship of extrinsic motivation in terms of the role of the lecturer, the condition of the learning environment, the learning methods used by the lecturer, facilities, and infrastructure with the learning achievements of nursing students. This research uses a quantitative analytic design with a cross-sectional approach. The population in this study was 297 respondents. The number of samples was 100 respondents using a simple random sampling technique. The data collection method is done by using bivariate questionnaire sheets using Fisher's exact test. The results showed that there was a significant difference in proportion or relationship between the role of lecturers and learning achievement (p = 0.003), learning environment conditions and learning achievement (p = 0.043), lecturer learning methods and learning achievement (p = 0.029), facilities and infrastructure with learning achievement (p = 0.040). The conclusion is that there is a significant relationship between extrinsic motivation (the role of the lecturer, the condition of the learning environment, the lecturer learning method, and learning support facilities or facilities and infrastructure) with the learning achievement of the nursing student Panrita Husda Bulukumba.
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Junita, Diarni, Suarman Suarman, and Sri Kartikowati. "Accomplishment Motivation and Soft Skill Related to Learning Achievement." JOURNAL OF EDUCATIONAL SCIENCES 2, no. 2 (July 31, 2018): 83. http://dx.doi.org/10.31258/jes.2.2.p.83-89.
Full textAbstract:
This study aims to determine the influence of achievement motivation through the role of soft skills to the learning achievement. This research was conducted due to the low achievement motivation of students at Economic Education Program Study, University of Riau. A total of 185 samples were selected from 344 number of population using Yamane statistical sampling technique. Data was collected by questionnaire and documentation techniques. It was then analyzed using path analysis. The results showed that Soft Skill played a positive role mediate that influence of accomplishment motivation on learning achievement. This means that learning achievement is not influenced by achievement motivation alone, but also supported by soft skill as intervening variable. In order to achieve achievement motivation students should have a successful future oriented attitude. Meanwhile, to improve soft skill students must have the ability to communicate, adapt and build relationships obtained from the ability of ICT and foreign languages.
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Ogunleye, Adedeji J., and Damilola A. Osekita. "Effect of Job Status, Gender, and Employees’ Achievement Motivation Behavior on Work Performance: a Case Study of Selected Local Government Employees in Ekiti State, Nigeria." European Scientific Journal, ESJ 12, no. 26 (September 30, 2016): 235. http://dx.doi.org/10.19044/esj.2016.v12n26p235.
Full textAbstract:
This study investigated the effect of job status, gender, and employees’ achievement motivation behavior on work performance. Two hundred and seven (207) local government employees’ opinions were sampled using the achievement motivation questionnaire and the perceived work performance questionnaire. Seven hypotheses were developed and tested using 2 x 2 x 3 Analysis of Variance (ANOVA) statistics. Results confirmed that job status [F (2,206) =5.05, p05]. A significant interaction effect of gender and job status; gender and level of achievement motivation behavior; and job status and level of achievement motivation behavior were also found on work performance. However, there was no significant interaction effect that existed between gender, job status, and the level of achievement motivation behavior on work performance [F(2,206)=.217, p>.05]. Findings were discussed in the light of available literature and it is recommended that efforts should be made to discourage discriminative behavior among sexes while also closing gaps in level managers’ hierarchies and categorizations. This is particularly in terms of derivable incentives, benefits, and pay on their jobs to have a significant impact on the work performance of employees.