Relevant bibliographies by topics / Academic motivation

Academic literature on the topic 'Academic motivation'

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Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Academic motivation"

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Blašková, Martina, Justyna Majchrzak-Lepczyk, Dominika Hriníková, and Rudolf Blaško. "Sustainable Academic Motivation." Sustainability 11, no. 21 (October 25, 2019): 5934. http://dx.doi.org/10.3390/su11215934.

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The article examines motivation in higher education and relates it to the concept of sustainability. It consists of a theoretical examination of the terms ‘sustainable motivation’ and ‘academic motivation’, and specifically postulates and explains the concept of ‘sustainable academic motivation’. Sustainable academic motivation is defined as proactive interconnection of basic ideas of sustainability and basic characteristics of academic motivation. With primary attention on disclosing appropriate measures for building sustainable academic motivation, an empirical part presents the results of sociological questioning carried out on n = 181 teachers, administrators, and managers of Slovak and Polish universities. Higher financial evaluation and creating good relationships were found to be the most desirable motivation measures. Results also emphasized a discrepancy between opinions of university managers versus opinions of scientists and teachers regarding effective motivation. Based on the results, and with the support of other opinions, sustainable academic motivation is subsequently defined from five perspectives: (a) As the most important component of conscious behavior; (b) as the starting point of behavior; (c) as the accelerator of behavior and development; (d) as the process; and (e) as the resultative level of all motivational efforts and powers at higher-education institutions. The final part of the article contains recommendations for university management, when affecting and building sustainable academic motivation.
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Al-Aufi, Ali, and Khulood Ahmed Al-Kalbani. "Assessing work motivation for academic librarians in Oman." Library Management 35, no. 3 (March 4, 2014): 199–212. http://dx.doi.org/10.1108/lm-03-2013-0020.

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Purpose – This study aims to identify and assess the status and level of motivation of employees working in the Omani academic libraries at Muscat Governorate according to Maslow's hierarchy of needs. Design/methodology/approach – A quantitative approach containing a questionnaire survey was used for collecting data from 111 librarians and library employees in 29 identified academic libraries. Findings – Findings pointed out that the motivation level was modest with varied attitudes for individual motivational needs. The need for security was indicated as the least motivating with an average mean score below agreement. Their lower-order motivational needs are apparently satisfied except for security needs which indicated a level below satisfaction. On the other hand, the upper-level needs of self-esteem were not adequately satisfied. Research limitations/implications – Motivation has the potential to satisfy the five essential needs that Maslow built up in hierarchy. However, library managers are also responsible to determine every individual behavior of employees and accordingly adopt the proper motivational strategy. The study recommends developing and implementing local standards for a motivational system appropriate for all academic libraries in Oman, taking into consideration the respondents' needs for security. The study also recommends conducting further studies on work motivation in other library settings such as learning resource centers and public libraries. Originality/value – The study helps assess the status of motivation in the academic libraries of a developing country. It also helps describe and explain motivation from the perspectives of librarians and other employees. The literature in the region does not indicate similar studies that addressed the issue of motivation in the academic libraries or other library settings. This study, however, is the first to deal with motivation in academic libraries in Oman.
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Mikhalkina, Elena V., and Lyudmila S. Skachkova. "Measuring academic motivation." Terra Economicus 19, no. 3 (September 25, 2021): 121–34. http://dx.doi.org/10.18522/2073-6606-2021-19-3-121-134.

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Dev, Poonam C. "Intrinsic Motivation and Academic Achievement." Remedial and Special Education 18, no. 1 (January 1997): 12–19. http://dx.doi.org/10.1177/074193259701800104.

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Encouraging children's intrinsic motivation can help them to achieve academic success (adelman, 1978; adelman & taylor, 1986; gottfried, 1983, 1985). To help students with and without learning disabilities to develop academic intrinsic motivation, it is impoptant to define the factors that affect motivation (adelman & chaney, 1982; adelman & taylor, 1983). This article offers educators an insight into the effects of different motivational orientations on the school learning of students with learning disabilities, as well as into the variables affecting intrinsic and extrinsic motivation. Also included are recommendations, based on empirical evidence, for enhancing academic intrinsic motivation in learners of varying abilities at all grade levels.
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Salikin, Hairus, Saidna Zulfiqar Bin-Tahir, Reni Kusumaningputri, and Dian Puji Yuliandari. "The Indonesian EFL Learners’ Motivation in Reading." English Language Teaching 10, no. 5 (April 13, 2017): 81. http://dx.doi.org/10.5539/elt.v10n5p81.

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The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners’ motivation in reading activity based on Deci and Ryans’ theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group interviewed. The subject of the study involved 42 freshmen students of English department, the faculty of humanities at Jember University in the academic year 2015-2016. The results found that both intrinsic and extrinsic motivations have significant contribution in motivating the learners to read the English text. The intrinsic motivation played the important role in students’ reading activities. Besides, the extrinsic motivation found the teacher’s role as the learners’ motivator in reading the English text through their method implemented in the reading class.
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Grant, Nicolle. "Motivational Media and Academic Success." Journal of Student Research 4, no. 1 (February 1, 2015): 160–63. http://dx.doi.org/10.47611/jsr.v4i1.220.

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Motivating students to do well in courses that fail to interest them can be challenging. The current study was designed to assess the potential impact of priming motivational media on academic performance. Students in six sections of introductory psychology courses (n = 128) completed a quiz after watching a 4 minute inspirational video (experimental group, n = 63), or without watching the video (control group, n = 65). The video selected showed scenes of individuals pushing their limits in all aspects of life and a commentary of a motivational commencement speech by Arnold Schwarzenegger given to college graduates. After completing the quiz participants were given a survey with questions pertaining to their motivation, positive and negative emotions, demographics, and their reactions to the video. Students who were primed by the video reported greater academic motivation and planned to study more for the next quiz than students who did not watch the video. Females reported lower GPA and lower positive emotions in the experimental condition. While there was not an overall effect of the video on quiz scores, male students who watched the video performed 10% better on the quiz than males in the control condition. Implications of these findings suggest that motivational information may be beneficial in inspiring academic performance in certain circumstances.
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Cannizzo, Fabian. "‘You’ve got to love what you do’: Academic labour in a culture of authenticity." Sociological Review 66, no. 1 (February 1, 2017): 91–106. http://dx.doi.org/10.1177/0038026116681439.

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Past research on values change in academia has largely focused on changes perceived to emerge from managerial organisational cultures. What has received less attention is the degree to which broader cultural phenomena have contributed to these processes of change. Using data from a study of academics from across the Australian university sector, this article explores how academia’s presence within a culture of authenticity influences values change among academic labourers. Managerial values are contrasted against an idealised past – the Golden Age of academia – enabling the potential for both critique and compliance with those values. Discourses of ‘passionate’ labour, self-authenticity and personal freedom are hence central to academic governance. Moving beyond the dichotomy of managerial/academic values, the data presented here suggest that the motivations of academic labourers are influenced by the ideal of an authentic self that may be realised through engaging a range of values and professional norms. Beyond narratives of ‘compliance’ and ‘resistance’ to organisational change, studies of values change and motivation in academia need to further contextualise values formation. Situating the motivations of academic labourers through a culture of authenticity offers insight into the cultural structures that influence how values are normalised amid higher education reforms.
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Matthews, Asia R., Carolyn Hoessler, Leo Jonker, and Denise Stockley. "Academic Motivation in Calculus." Canadian Journal of Science, Mathematics and Technology Education 13, no. 1 (January 2013): 1–17. http://dx.doi.org/10.1080/14926156.2013.758328.

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CHIBA, Kazuhiro. "Motivation as Academic Researchers." Journal of The Institute of Electrical Engineers of Japan 142, no. 11 (November 1, 2022): 683. http://dx.doi.org/10.1541/ieejjournal.142.683.

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ARSLANTAŞ, Süleyman. "An Investigation of Preservice Teachers’ Academic Self-Efficacy and Academic Motivation." International Journal of Modern Education Studies 5, no. 1 (May 6, 2021): 146. http://dx.doi.org/10.51383/ijonmes.2021.95.

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The purpose of this study is to determine the academic self-efficacy and motivation levels of preservice teachers and to investigate these cognitive aspects in terms of various variables. The participants of the current study consist of 621 preservice teachers studying at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in 2020-2021 academic year. The study adopted a single survey model. Research data were collected using Academic Self-Efficacy Scale and Academic Motivation Scale. Independent sample T-test and one-way ANOVA were used to analyze the data. The findings of the study revealed that the academic self-efficacy and academic motivation levels of the preservice teachers were high; academic self-efficacy did not reveal any significant difference according to gender and year of study variables. It was found out that the academic motivations of the participants revealed significant differences according to gender, year of study, academic achievement, and career expectation variables.
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Dissertations / Theses on the topic "Academic motivation"

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Chittum, Jessica Rebecca. "Integrative Perspectives of Academic Motivation." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/72902.

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My overall objective in this dissertation was to develop more integrative perspectives of several aspects of academic motivation. Rarely have researchers and theorists examined a more comprehensive model of academic motivation that pools multiple constructs that interact in a complex and dynamic fashion (Kaplan, Katz, and Flum, 2012; Turner, Christensen, Kackar-Cam, Trucano, and Fulmer, 2014). The more common trend in motivation research and theory has been to identify and explain only a few motivation constructs and their linear relationships rather than examine complex relationships involving 'continuously emerging systems of dynamically interrelated components' (Kaplan et al., 2014, para. 4). In this dissertation, my co-author and I focused on a more integrative perspective of academic motivation by first reviewing varying characterizations of one motivation construct (Manuscript 1) and then empirically testing dynamic interactions among multiple motivation constructs using a person-centered methodological approach (Manuscript 2). Within the first manuscript (Chapter 2), a theoretical review paper, we summarized multiple perspectives of the need for autonomy and similar constructs in academic motivation, primarily autonomy in self-determination theory, autonomy supports, and choice. We provided an integrative review and extrapolated practical teaching implications. We concluded with recommendations for researchers and instructors, including a call for more integrated perspectives of academic motivation and autonomy that focus on complex and dynamic patterns in individuals' motivational beliefs. Within the second manuscript (Chapter 3), we empirically investigated students' motivation in science class as a complex, dynamic, and context-bound phenomenon that incorporates multiple motivation constructs. Following a person-centered approach, we completed cluster analyses of students' perceptions of 5 well-known motivation constructs (autonomy, utility value, expectancy, interest, and caring) in science class to determine whether or not the students grouped into meaningful 'motivation profiles.' 5 stable profiles emerged: (1) low motivation; (2) low value and high support; (3) somewhat high motivation; (4) somewhat high empowerment and values, and high support; and (5) high motivation. As this study serves as a proof of concept, we concluded by describing the 5 clusters. Together, these studies represent a focus on more integrative and person-centered approaches to studying and understanding academic motivation.
Ph. D.
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Fallon, Elizabeth B. "Academic Motivation and Student Use of Academic Support Interventions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1561972670652811.

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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 study was to investigate the extent to which treatment activites could foster achievement motivation in a sample of rural Southern Alberta grade four students. To accomplish this, the investigator in the present study employed a combination of the methods used by Alschuler with adolescents and deCharms with younger students. The treatment group experienced achievement motivation action strategies, conceptualized achievement motivation thoughts, related the achievement motivation syndrome to three areas of personal life, and practised what they learned. Two control groups were grade four classes in rural Alberta; one received a pre-test, the other received the post-test only. This investigator used Gumpgookies (Ballif & Adkins, 1968) to quantify achievement motivation. Grade four students in rural Southern Alberta did not obtain significantly different Gumpgookies (Ballif & Adkins, 1968) (achievement motivation) scores following four weeks of achievement motivation training modelled after Alschuler and deCharms. Birth order and rank in class emerged as significant variables.
ix, 161 leaves : ill. ; 28 cm.
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Breen, Rosanna Leone. "Motivation and academic disciplines in student learning." Thesis, Oxford Brookes University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369982.

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Rojas, Joanne P. "THE RELATIONSHIPS AMONG CREATIVITY, GRIT, ACADEMIC MOTIVATION, AND ACADEMIC SUCCESS IN COLLEGE STUDENTS." UKnowledge, 2015. http://uknowledge.uky.edu/edp_etds/39.

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Creativity research is an underdeveloped area of educational psychology. For example, studies of students’ creativity as a predictor of academic achievement are uncommon in the field. Moreover, perseverance—which is an integral part of the definition of creativity (Sternberg, 2012)—is not typically measured in creativity research. To address these issues, the current study sought to discern within an academic context whether perseverance serves as a mediating factor between creativity and academic achievement. Two undergraduate student samples (N = 817; N = 187) participated in a survey measuring their creativity and perseverance. This multiple manuscript dissertation sought to examine the psychometric properties of a measure of creativity: the Runco Ideational Behavior Scale (RIBS) and a measure of perseverance: the Grit Scale and to explore the relationships between creativity, perseverance, academic motivation, and academic achievement. Study 1 found that the RIBS had a correlated two-factor structure with two subscales: the Scatterbrained Subscale and the Divergent Thinking Subscale. Grit had a correlated two-factor structure reflecting interest and effort, and this reinforced previous findings regarding this scale These two scales hold promise as measures of the creative process. Study 2 found that although traditional motivation measures consistently predicted grades, grit only predicted grades in one sample, and creativity had no relationship with grades. Creativity appears to be orthogonal to academic achievement as measured by grades. There was evidence that grit can mediate the relationships between motivation and grades, but only in one sample. This research shares the limitations of other self-report surveys, but the psychometrics behind the measures were strong. Future research should continue to examine creativity and perseverance as important noncognitive constructs in academic contexts especially among diverse populations.
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Bugler, Myfanwy. "Towards an understanding of academic motivation, classroom behaviour and academic attainment in adolescents." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:7083.

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The aim of this thesis was to investigate a number of topics relating to sex differences in adolescents in an educational setting. The experimental studies were designed to investigate the associations between academic motivation, classroom behaviour, mental toughness and academic attainment in adolescents. Also of interest was to investigate the possibility of developmental trajectories of academic motivation and classroom behaviour throughout adolescence. However, the focus within each study was to examine the sex differences in these constructs and trajectories. Chapter 2 revealed sex differences in academic motivation and classroom behaviour in adolescents with girls reporting significantly higher levels of positive dimensions of academic motivation in addition to higher levels of uncertain control and anxiety. Teachers’ reports of negative classroom behaviour revealed that boys engaged more in negative behaviour in the classroom. Interestingly, there was also a closer relationship between boys’ academic motivation and classroom behaviour. It was found that variation in academic motivation was better predicted by gender identity than sex. For both males and females, identification with feminine traits was more closely associated with academic motivation. Variation in negative behaviour was predicted by both sex and gender identity (in particular a masculine identity). Chapter 4 examined sex differences in age-related trajectories of academic motivation and negative classroom behaviour. Boys were generally less motivated and exhibited more behavioural problems than girls throughout adolescence. However, girls showed a substantial decline in academic motivation between early and mid-adolescence. The results from Chapter 5 revealed relationships between mental toughness, motivation and behaviour. The constructs of motivation and mental toughness both predicted shared and unique variance in negative classroom behaviour however, mental toughness made the largest contribution to oppositional behaviour and cognitive problems/inattention. Finally, chapter 6 demonstrated sex differences were found in attainment at GCSE even when statistically controlling for adolescents motivation and classroom behaviour. Throughout the thesis, the results of each study are discussed in terms of implications for educational practice. For example, the introduction of interventions aimed at improving academic motivation, classroom behaviour, or mental toughness during early adolescence may positively affect later attainment.
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Gillig, Benjamin. "Academic motivation among college students: variance and predictors." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6112.

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This three-paper dissertation addresses the manner in which students’ intrinsic motivation to engage in academic tasks changes during the four years of college. The first paper examines the variance of students’ academic motivation during college. The second paper analyzes whether good practices in undergraduate education promote academic motivation, and the third paper seeks to determine whether those good practices benefit certain students more than others. Implications are explored in each paper.
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Snyder, Tatiana. "Parent and Teacher Influences on Children's Academic Motivation." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/105.

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The current study developed a comprehensive theoretical framework of joint multiple contextual influences (JMCI framework) to guide empirical investigation of combine influences of social contexts on children's academic outcomes. Drawn from several general frameworks, four models of joint social influences were proposed: Independent, Interactive, Differential, and Sequential. Using a motivational framework, all four models were tested empirically for joint effects of parents and teachers on children's self-perceptions (relatedness, competence, and autonomy) and classroom engagement. Overall, this study provided some empirical support for every category of models proposed in the JMCI framework. The joint influences of parents and teachers on children's self-perceptions were mostly independent and unique. Most joint influences were additive: one social context couldn't buffer or amplify the effects of the other context. Only joint effects of Non-Supportive parents and Supportive teachers interacted in their influences on children's competence: Supportive teachers were able to safeguard and counterbalance the negative influences of Non-Supportive parents. The study also indicated that self-system processes are possible pathways through which parents and teachers exert their influences on children's academic engagement and that this influence depends on the age of the developing child. The study also suggested that children's engagement may be a mechanism that mediates the relationship between parents' and teachers' contexts.
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Foley, Wing Teri L. "Renaissance schools / academic achievement and value implications of a corporate-sponsored academic motivation program /." Full Text accessible through UMI ProQuest Digital Dissertations, 1993.

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Areepattamannil, Shaljan. "Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in Greater Toronto Area (GTA) secondary schools." Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/1088.

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Books on the topic "Academic motivation"

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Frank, Pajares, and Urdan Timothy C, eds. Academic motivation of adolescents. Greenwich, Conn: Information Age Pub., 2002.

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Shields, Mark. Work and motivation in academic libraries. Bradford: MCB University Press, 1988.

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Lakshmi, Vijaya. Intellectual abilities, interest, and academic motivation. New Delhi: Orient Publications, 1995.

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Suzanne, Hidi, and Boscolo Pietro 1939-, eds. Writing and motivation. Amsterdam: Elsevier, 2007.

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Lieury, Alain. Motivation et réussite scolaire. Paris: Dunod, 1996.

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Breen, Rosanna Leone. Motivation and academic disciplines in student learning. Oxford: Oxford Brookes University, 2002.

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Overcoming student apathy: Motivating students for academic success. Lanham: Rowman & Littlefield Education, 2008.

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Learning through academic choice. Turners Falls, Mass: Northeast Foundation for Children, 2005.

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1939-, Cooper James Michael, ed. An educator's guide to student motivation. Boston: Houghton Mifflin, 2006.

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H, Schunk Dale, and Zimmerman Barry J, eds. Motivation and self-regulated learning: Theory, research, and applications. New York: Lawrence Erlbaum Associates, 2008.

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Book chapters on the topic "Academic motivation"

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Usher, Ellen L., and David B. Morris. "Academic Motivation." In Encyclopedia of the Sciences of Learning, 36–39. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_834.

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Shaw, Steven R. "Academic Motivation." In Reaching and Teaching Students Who Don't Qualify for Special Education, 155–70. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003133896-11.

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Anderman, Eric M., and Lynley H. Anderman. "Choosing Academic Tasks for Your Students." In Classroom Motivation, 10–36. Third edition. | New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003013600-2.

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Alivernini, Fabio. "Assessment of Academic Motivation." In Encyclopedia of the Sciences of Learning, 321–23. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_847.

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Allen, Kelly-Ann, and Margaret L. Kern. "Individual Factors: Academic Motivation." In SpringerBriefs in Psychology, 65–74. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5996-4_7.

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Henry, Lisa. "Academic Success and Motivation." In Experiences of Hunger and Food Insecurity in College, 79–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31818-5_5.

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Graham, Sandra. "Inferences about Responsibility and Values: Implication for Academic Motivation." In Student Motivation, 31–59. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_3.

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Seli, Helena, and Myron H. Dembo. "Academic Self-Regulation." In Motivation and Learning Strategies for College Success, 3–20. Sixth Edition. | New York: Routledge, 2020. | Fifth edition published by Routledge in 2016, with Myron H. Dembo as principal author. | “First edition published by Lawrence Erlbaum Associates 2000”–T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9780429400711-2.

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Conley, Aaron, and Genevieve G. Shaker. "Understanding Donor Motivation." In Fundraising Principles for Faculty and Academic Leaders, 67–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66429-9_5.

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Rodríguez-Llorente, Carolina, Tania Vieites, Rocío González-Suárez, and Isabel Piñeiro. "Academic Motivation and Previous Academic Achievement in Higher Education." In Handbook of Sustainability Science in the Future, 1–18. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-68074-9_121-1.

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Conference papers on the topic "Academic motivation"

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Davies, Jane. "ACADEMIC MOTIVATION AMONG FOUNDATION STUDENTS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0792.

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Hjálmarsdóttir, Hafdís Björg, and Vera Kristín Kristjánsdóttir. "UNIVERSTIY STUDENT MOTIVATION AND COOPERATION WITH COMPANIES." In 43rd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.043.014.

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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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"Relationship between Self-Efficacy and Academic Motivation." In International Conference on Economics, Education and Humanities. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed1214132.

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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. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3498765.3498773.

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Blašková, Martina, and Hideyuki Kokubo. "PARANORMAL EXPERIENCE RELATED TO IMPROVING ACADEMIC MOTIVATION OF SLOVAK UNIVERSITY STUDENTS." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/10.

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Currently, at the beginning of the 21st century‘s third decade, scientific attention must be focused on modern topics. These challenges include also the paranormal experience of university students. However, many of university executives either downplay it or even reject it. With this behavior, they fail to reveal the important potentials that are contained in the intra-motivational system of each student. In this way, they lose the opportunity to properly target the university's motivational efforts and programs aimed at strengthening academic motivation. The aim of paper is to fulfill this gap. It analyzes, compares and synthesizes theoretical views in the field, and completes them in terms of positive and negative impacts on intrapsychic balance and motivation of the student. In an effort to increase the scientific relevance of paper, two hypotheses are set. H1: There exist relevant relations among searched paranormal phenomena, H2: Occurrence of paranormal phenomena depends on the gender. The empirical part presents the results of a unique survey participated by Slovak HE students. With the use of frequency analysis, χ2 test and Product-Moment Correlation, the most important findings include that among paranormal events, students experience the most especially déjà vu, presentiment, and 6th sense belief. The most frequently un-experienced events are: out of body experience, telepathy, and signs of ghosts. Almost half of the phenomena show significant relationships. Also, the statistical significance of gender dependence was approved for 4 of 8 searched phenomena: déjà vu, telepathy, 6th sense belief, and signs of ghosts. Confirming both hypotheses, it can be deduced that consider for anomalousness could be a great inspiration for academic motivation increase. Several ways for improvement of motivation are suggested, and recommendations for the university management with regard to master the negative impacts of these phenomena are formulated in the conclusion.
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Isnaini, Uly Pramuditya, Winny Setyonugroho, and Erna Rochmawati. "The Influence of Career Choice Motivation and Academic Achievement on Academic Resilience." In International Conference on Medical Education (ICME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210930.027.

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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 academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."
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Trang, Kim. "Profiles of Motivation Regulation Strategies for Academic Tasks." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573706.

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Caldeiira, Amelia, Sofia O. Lopes, Alexandra R. Costa, and Isabel Figueiredo. "The Effects of Motivation in Student Academic Success." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125404.

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Reports on the topic "Academic motivation"

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Snyder, Tatiana. Parent and Teacher Influences on Children's Academic Motivation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.105.

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Hastings, Justine, Christopher Neilson, and Seth Zimmerman. The Effect of School Choice on Intrinsic Motivation and Academic Outcomes. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18324.

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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.
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Marchand, Gwen. Motivational processes involved in academic help seeking and help avoidance. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5569.

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Grimes, Daniel. Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7374.

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Brule, Heather. Trajectories, Time Windows, and Alternative Pathways of Engagement: Motivational Resources Underlying Academic Development during Middle School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7388.

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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, January 2000. http://dx.doi.org/10.15760/etd.2111.

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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, February 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 counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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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, February 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 counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Бондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко, and Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.

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Abstract. The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such in-class and distance courses as “Cartography and Basics of Topography”, “Population Geography”, “Information Systems and Technologies in Tourism Industry”, “Regional Economic and Social World Geography (Europe and the CIS)”, “Regional Economic and Social World Geography (Africa, Latin America, Asia, Anglo-America, Australia and Oceania)”, “Socio-Economic Cartography”. The advantages of using the specified interactive tool during the study of geographical disciplines are highlighted out in the article. As it has been established, the organization of the learning process using Google Classroom ensures the unity of in-class and out-of-class learning; it is designed to realize effective interaction of the subjects learning in real time; to monitor the quality of training and control the students’ learning achievements in class as well as out of it, etc. The article outlines the disadvantages that should be taken into account when organizing blended learning using Google Classroom, including the occasional predominance of students’ external motivation in education and their low level of readiness for work in the classroom; insufficient level of material and technical support in some classrooms; need for out-of-class pedagogical support; lack of guidance on the content aspect of Google Classroom pages, etc. Through the test series conducted during 2016-2017, an increase in the number of geography students with a sufficient level of academic achievements and a decrease of those with a low level of it was revealed.
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