Bibliografías temáticas / Achievement motivation

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Literatura académica sobre el tema "Achievement motivation"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2025

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Artículos de revistas sobre el tema "Achievement motivation"

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Biatun, Noor. "Pengaruh Motivasi Belajar terhadap Prestasi Belajar PAI di MIN 3 Bantul." Jurnal Pendidikan Madrasah 5, no. 2 (2020): 253–58. http://dx.doi.org/10.14421/jpm.2020.52-11.

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This research aims to find out the level of motivation of students and the influence of motivation on PAI learning achievement in schools on MIN 3 Bantul students. This research is a quantitative study using product moment correlation statistics technique. The analytical technique used is an associative hypothesis. The variables studied include learning motivations that are divided into sub variables namely personal needs, school assignments, as well as the environment and people around. While dependent variables (bound variables) are learning achievements that include: academic achievement, n
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Putri, Ida Ayu Sasmitha, Putu Ngurah Suyatna Yasa, and Ni Luh Anik Puspa Ningsih. "The Influence of Teacher Teaching and Guidance of Parents on Student Achievement with Mediation of Learning Motivation in Santo Yoseph Denpasar." Jurnal Ekonomi & Bisnis JAGADITHA 7, no. 2 (2020): 138–47. http://dx.doi.org/10.22225/jj.7.2.2498.138-147.

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The study aims to determine the influence of teacher teaching methods on student achievement, the influence of teacher teaching methods on the motivation of Learning, the influence of parental guidance on the motivation of Learning, the influence of parental guidance on student achievement, the influence of motivation to learn to students ' achievements, how the motivation to learn to influence teacher teaching methods on student achievement. This study was conducted on the SMAK of Santo Yoseph Denpasar. In this research student achievement is influenced by teacher teaching methods, parental g
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Hyde, Janet Shibley, and Kristen C. Kling. "Women, Motivation, and Achievement." Psychology of Women Quarterly 25, no. 4 (2001): 364–78. http://dx.doi.org/10.1111/1471-6402.00035.

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Women's educational and occupational achievements are crucial to the economic productivity and prosperity of the nation, as well as to the mental health of women and their families. In this article we review psychological research on motivation and on educational achievement, focusing on gender and the contributions that have been made by feminist researchers. Feminist psychologists noted the sex bias and methodological flaws in traditional research on achievement motivation and proposed vastly improved models, such as Eccles's expectancy x value model of achievement behavior. Contrary to ster
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Tilley, Christine M. "Achievement motivation." International Library Review 21, no. 3 (1989): 279–87. http://dx.doi.org/10.1016/0020-7837(89)90039-3.

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Moneva, Jerald C., Linive C. Japos, and Rosalie L. Ohayas. "Parental Motivation and Achievement." International Journal of Social Science Research 8, no. 2 (2020): 102. http://dx.doi.org/10.5296/ijssr.v8i2.16790.

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The motivation that parents provide to their students can have a significant impact on achievements in school. The study intends to assess the level of parental motivation and achievers of junior high and senior high. Parental motivation is given by the parents towards their students to make them work harder or being determine their studies that leads them to have better achievements in school. The checklist is made up of two parts, parental motivation and the level of achievement. The research was a quantitative correlation design. The respondents are the achievers from junior high and senior
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Gahramanli, Nilufer. "THE RELATİONSHİP BETWEEN STUDENTS' LEARNİNG MOTİVATİON AND ACADEMİC ACHİEVEMENT." Revista Gênero e Interdisciplinaridade 5, no. 06 (2024): 491–504. https://doi.org/10.51249/gei.v5i06.2349.

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The article is devoted to the study of the relationship between students’ learning motivation and academic achievement. Here, the directions of formation of learning motivations, including their role in achieving academic achievement, are investigated. Also, the manifestations of academic achievement motivation, including its main directions, are brought into focus. It is noted that various factors play a role in maintaining the optimal level of learning motivation, increasing academic indicators of requirements, including the establishment of academic performance. Here, internal and external
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Liem, Gregory Arief D. "Achievement and motivation." Educational Psychology 41, no. 4 (2021): 379–82. http://dx.doi.org/10.1080/01443410.2021.1924475.

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Ermolova, T. V., A. V. Litvinov, E. A. Balygina, and A. V. Guzova. "Formation of Adolescents’ Achievement Motivation in Modern Educational Space." Современная зарубежная психология 8, no. 2 (2019): 7–18. http://dx.doi.org/10.17759/jmfp.2019080201.

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Analyzing studies on motivation carried out by foreign scholars in 2017–2019 one can identify the following trends in search of motivational factors of achievements at school level and family miсrocommunity: the desire to stand out and assimilate, attractiveness and popularity, family tradition of education, relationships with parents, self-image, resilience. These studies distinctly show the value of motivational climate and suspended individual supporting strategies focused on life goals, including emotional involvement. Deep involvement in school life and the authority of the teacher can be
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Sriwahyuniati, Christina Fajar, Tomoliyus, Danang Wicaksono, et al. "Achievement motivation in gymnastics athletes based on the Achievement Motivations Scale for Sports Environments: a study of gender differences." Fizjoterapia Polska 25, no. 1 (2025): 247–54. https://doi.org/10.56984/8zg007dg9b8.

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Background and study aim. Achievement motivation is one of the key factors in an athlete's success in winning competitions or becoming a champion. It provides a psychological drive that encourages athletes to achieve their best performance. This study aims to analyze gender differences in the achievement motivation of male and female gymnasts based on the Achievement Motivations Scale for Sports Environments (AMSSE). Materials and methods. This research is a comparative study. The sample consisted of gymnastics athletes from the Special Region of Yogyakarta. Participants were selected using si
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Isnaini, Muhammad Yusuf. "HUBUNGAN PERSEPSI SISWA TENTANG GURU BAHASA INDONESIA, MINAT BELAJAR, DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR SISWA DI MTsN SEMANU GUNUNGKIDUL." Diksi 27, no. 1 (2019): 56–64. http://dx.doi.org/10.21831/diksi.v27i1.26177.

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(Title: Perceptions About Indonesian Teachers, Learning Interests, and Learning Motivation with Student Learning Achievements in MTsN Semanu Gunungkidul). Teachers have a big role in fostering positive perceptions about Indonesian language learning. This positive perception will foster interest in students to learn Indonesian seriously. The purpose of this study was to analyze the relationship between students 'perceptions of Indonesian teachers, students' interests and motivations in learning Indonesian subject matter with the learning achievements of Gunungkidul's 3 MTsN students. The correl
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Tesis sobre el tema "Achievement motivation"

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Zenzen, Thomas G. "Achievement motivation." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002zenzent.pdf.

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Hillyer, F. James, and University of Lethbridge Faculty of Education. "Fostering achievement motivation." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1991, 1991. http://hdl.handle.net/10133/50.

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Researchers defined achievement motivation as a viable research construct in the early 1950s. Adults increased their achievement motivation scores--often with correlative increased achievement. The literature is replete with ways to increase achievement but researchers paid less attention to what could be a core issue--affecting achievement motication itself. McClelland demonstrated repeatedly that adult business people could develop achievement motivation. Alschuler and deCharms found that classroom treatment procedures could yield increased student achievement motivation. The purpose of this
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Bruner, Yolanda Kaye. "Racial Differences in Female Achievement Motivation and Motivation to Work." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279022/.

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In the present project racial differences in female achievement motivation and motivation to work were examined, and related this information to the theory that African American females, when compared to White females, are less likely to marry someone equal to themselves in the areas of education, employment, and earning potential because of an assumed shortage of suitable African-American males. It was hypothesized that African-American females would score higher on assessments of achievement motivation and motivation to work, and rate lower the likelihood of meeting and marrying a partner eq
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Kan, Yat-man, and 簡逸民. "Parenting styles and students' achievement motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957882.

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嚴佩珊 and Pui-shan Amy Yim. "Effects of praises on achievement motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B30253767.

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Kan, Yat-man. "Parenting styles and students' achievement motivation." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778373.

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Yim, Pui-shan Amy. "Effects of praises on achievement motivation /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23668027.

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Davis, Michele. "Student achievement motivation : single or multiple goals? /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0006/MQ42367.pdf.

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Kilic-Bebek, Ebru. "Explaining Math Achievement: Personality, Motivation, and Trust." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1258571646.

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Kiliç-Bebek, Ebru. "Explaining math achievement personality, motivation, and trust /." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1258571646.

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Thesis (Ph.D.)--Cleveland State University, 2009.<br>Abstract. Title from PDF t.p. (viewed on Dec. 11, 2009). Includes bibliographical references (p. 111-127). Available online via the OhioLINK ETD Center and also available in print.
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Libros sobre el tema "Achievement motivation"

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S, Pittman Thane, ed. Achievement and motivation. Cambridge University Press, 1992.

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Heckhausen, Heinz. Achievement motivation in perspective. Academic Press, 1985.

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Bercken, J. H. L. van den., Bruyn, Eric E. J. de., and Bergen Theo C. M, eds. Achievement and task motivation. Swets North America Inc., 1986.

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Tracy, Brian. Maximum Achievement. Eagle House Publishing Corporation, 2004.

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Carr, Sam. Motivation, Educational Policy and Achievement. Routledge, 2015. http://dx.doi.org/10.4324/9781315777245.

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L, Maehr Martin, and Pintrich Paul R, eds. Advances in motivation and achievement. Jai Press, 1993.

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Ojha, Hardeo. The Origin of achievement motivation. Classical Pub. Co., 1991.

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Zajda, Joseph. Engagement, Motivation, and Students’ Achievement. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-61613-6.

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Haire, Debbie Jane. Participation motivation, achievement motivation, and drop-out in sport. The Author], 1997.

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S, Pittman Thane, ed. Achievement and motivation: A social-developmental perspective. Cambridge University Press, 1992.

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Capítulos de libros sobre el tema "Achievement motivation"

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Heckhausen, Heinz. "Achievement Motivation." In Motivation and Action. Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-75961-1_8.

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Levesque, Roger J. R. "Achievement Motivation." In Encyclopedia of Adolescence. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_23.

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Hsieh, Pei-Hsuan. "Achievement Motivation." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_31.

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Levesque, Roger J. R. "Achievement Motivation." In Encyclopedia of Adolescence. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_23.

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Furchtgott, Ernest. "Achievement Motivation." In Aging and Human Motivation. Springer US, 1999. http://dx.doi.org/10.1007/978-1-4757-4463-7_14.

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Junfeng, Zhao. "Achievement Motivation." In The ECPH Encyclopedia of Psychology. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_1062-1.

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Brunstein, Joachim C., and Heinz Heckhausen. "Achievement Motivation." In Motivation and Action. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-65094-4_6.

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Winter, David G. "Achievement motivation." In Encyclopedia of psychology, Vol. 1. American Psychological Association, 2000. http://dx.doi.org/10.1037/10516-009.

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Levesque, Roger J. R. "Achievement Motivation." In Encyclopedia of Adolescence. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_23-2.

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Merrick, Kathryn E. "Achievement Motivation." In Computational Models of Motivation for Game-Playing Agents. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33459-2_4.

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Actas de conferencias sobre el tema "Achievement motivation"

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Kashirskaya, Irina K. "Educational Motivation and Achievement Motivation among Students with Different Academic Performance." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-205-211.

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Gamzaeva, Madina Vagidovna. "Relationship Of Cognitive Motivation And Achievement Motivation Among Distance Learning Students." In International Scientific Congress «Knowledge, Man and Civilization». European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.12.58.

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Zulkifly, Adam, Ian Lewis, and Kristy de Salas. "Do Achievement systems undermine intrinsic player motivation?" In 2013 18th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational & Serious Games (CGAMES). IEEE, 2013. http://dx.doi.org/10.1109/cgames.2013.6632598.

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Xiao, Huabo, and Zhendong Mu. "Achievement Motivation in the Java Programming Teaching." In 2015 International Conference on Education, Management, Information and Medicine. Atlantis Press, 2015. http://dx.doi.org/10.2991/emim-15.2015.192.

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Wu, Tao, and Maiga Chang. "From Motivation Components to Academic Achievement Prediction." In ICETC 2021: 2021 13th International Conference on Education Technology and Computers. ACM, 2021. http://dx.doi.org/10.1145/3498765.3498773.

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Elshemy, Nader. "IMPACT OF GAMIFICATION STRATEGY ON ACADEMIC ACHIEVEMENT AND ACHIEVEMENT MOTIVATION TOWARD LEARNING." In 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.003.

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Ilmawati, Hilda, Adang Suherman, Lasrina Lasrina, Stephani Stephani, and Friskawati Friskawati. "Correlation between Emotional Quotient (EQ) and Achievement Motivation on Pencak Silat Achievement." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007060102890291.

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Parma, I. Putu Gede, I. Nyoman Natajaya, and Ni Nyoman Lisna Handayani. "Determination of School Culture and Achievement Motivation to Tourism Learning Achievement Learning." In Proceedings of the International Conference on Tourism, Economics, Accounting, Management, and Social Science (TEAMS 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/teams-18.2019.5.

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Ljubin-Golub, Tajana. "THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact037.

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"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in acad
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Bozinovska, Liljana, and Stevo Bozinovski. "An Achievement Motivation Space for Brain-Robot Interface." In SoutheastCon 2019. IEEE, 2019. http://dx.doi.org/10.1109/southeastcon42311.2019.9020562.

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Informes sobre el tema "Achievement motivation"

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Wang, John Chee Keng, Ying-Yi Hong, Chi-Yue Chiu, et al. Motivating the academically unmotivated: The why’s and how’s. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/28998.

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Based on three major theories in the motivation literature – the self-determination theory, the achievement goal theory, and implicit theories of intelligence – this research project seeks to deconstruct the psychological underpinnings of Normal stream students’ motivation in the Mathematics classroom and provide answers on why (the causes) and how (the underlying mechanisms) students are motivated or unmotivated to pursue academic excellence. Specifically, it investigates the relationship between students’ intrinsic motivations, self- regulation, intelligence beliefs and goals adopted in Math
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Gentry, William. “It’s not about me. It’s me & you.” How being dumped can help first-time managers. Center for Creative Leadership, 2016. http://dx.doi.org/10.35613/ccl.2016.1071.

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This paper presents research from the Center for Creative Leadership that found (1) the type of motivation first-time managers have for learning and development; and (2) the skill gaps first-time managers have in four specific leadership competencies: communication, influence, leading team achievement, and coaching and developing others.
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Santiago, Ana, Marina Bassi, and Mariana Alfonso. Estimating the Impact of Placing Top University Graduates in Vulnerable Schools in Chile. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0008834.

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Enseña Chile (ECh) is one model in the direction of helping close the achievement gap between low-income and high-income students in Chile, and is a first adaptation of the Teach for America (TFA) model in Latin America. This paper provides the first evidence on the impact of the implementation, and is the first evaluation of Teach For America model to shed light on how it affects non-cognitive skills. While it is still premature to speculate the full effect of ECh corps members on student academic achievement and cognitive and non-cognitive abilities, preliminary results from the follow-up wa
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Santiago, Ana, and Mariana Alfonso. Selection into Teaching: Evidence from Enseña Perú. Inter-American Development Bank, 2010. http://dx.doi.org/10.18235/0008836.

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Having a good teacher is the most important school-related factor for student achievement, to the point of closing the gap between low and high-income students. However, the empirical literature is almost silent regarding teacher selection. This paper estimates a teacher selection model using recruitment data from Enseña Perú, a program that recruits top university graduates from all majors and places them in vulnerable schools. Our results suggest that candidates with volunteering experience and who finished their college degree in the top third of their class are significantly more likely to
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Hernandez, Laura E., and Eddie Rivero. Striving for relationship-centered schools: Insights from a community-based transformation campaign. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/621.856.

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Research shows that youth who have positive connections with adults at their schools demonstrate higher levels of motivation, self-esteem, and prosocial behavior than their peers in less relationship-centered contexts. Relationship-centered schools also enable a range of positive student academic outcomes, including increased attendance, graduation rates, achievement on English language arts and math assessments, and college-going rates.This report focuses on one relationship-centered high school transformation effort—the Relationship Centered Schools (RCS) campaign, a youth-led effort support
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary
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Brule, Heather. Developmental Perspectives on Motivational Resilience: Predictors of Eighth-grade At-risk Students' Academic Engagement and Achievement. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2111.

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Paqueo, Vicente, Aniceto Jr Orbeta, and Mark Vincent Aranas. When Students Fail to Learn: Getting Education Governance and Finance Policies Right. Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/pn2023.14.

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Written for the Second Congressional Commission on Education and based on existing research, this Policy Note emphasizes the critical need for efficient and inclusive reforms in the Philippine education sector to prevent its decline. It recommends a shift in focus from the massification of low-quality education toward prioritizing the enhancement of cognitive and noncognitive competencies. To achieve this, the government is urged to increase its investment in education and training to match the achievements of its aspirational peers. It also encourages the government to optimize the use of ava
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