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Biatun, Noor. "Pengaruh Motivasi Belajar terhadap Prestasi Belajar PAI di MIN 3 Bantul." Jurnal Pendidikan Madrasah 5, no. 2 (November 23, 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, non-academic achievement, social achievement and discipline-related achievements. The results showed that learning motivation affects PAI students' learning achievement of MIN 3 Bantul by 51.4%. This means that learning motivation is one of the determining factors of PAI's learning achievements. While 48.6% of PAI students' learning achievement of MIN 3 Bantul students is influenced by internal factors such as IQ, perseverance; and external factors such as family issues, friendships etc.). This indicates that motivation is both a driver and a direction in learning activities.
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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 (September 30, 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 guidance and motivational learning. The respondent in this study was 120 students of SMAK Santo Yoseph Denpasar. Data analysis is done using PLS (partial least square). The results showed that teacher teaching methods are positively and significantly impactful to student achievement. Then, teacher teaching methods have positive and significant influence on student achievement, proven. Furthermore, parental guidance positively and insignificant towards learning motivation, on student achievement, not proven. Learning motivation positive and significant impact on student achievement. The motivation to learn to process the relationship between teacher teaching methods to student achievement, is not proven. The motivation to learn to publish the relationship between parents ' guidance on student achievement, proven.
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Hyde, Janet Shibley, and Kristen C. Kling. "Women, Motivation, and Achievement." Psychology of Women Quarterly 25, no. 4 (December 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 stereotypes, gender similarities are typically found in areas such as mathematics performance. Policymakers should be concerned about gender bias in the SAT and about the Female Underprediction Effect. Additional threats to girls' and women's achievements include stereotype threat and peer sexual harassment in the schools.
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Tilley, Christine M. "Achievement motivation." International Library Review 21, no. 3 (July 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 (April 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 high and consist of overall respondents of 145 respondents. To treat the data, the researcher used a statistical test the weighted mean, chi – square to determine the relationship of the two variables. The study revealed that parents do not always provided a motivation to their students most of the parents sometimes give a motivation to their student. However, the achievements of students are still in high level. The achievements of students do not always depend on their parents’ motivation yet their achievement is based on their personality of being determined and consistent in their studies. Not all the time that the motivation of parents can enhance the educational achievements of students.
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Gahramanli, Nilufer. "THE RELATİONSHİP BETWEEN STUDENTS' LEARNİNG MOTİVATİON AND ACADEMİC ACHİEVEMENT." Revista Gênero e Interdisciplinaridade 5, no. 06 (December 21, 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 motives predominate. Here, research on learning motives and academic achievements is systematized, including the requirements, directions for optimizing learning motives in the field of education. It has been established that academic achievement depends more on the student’s mental abilities than on his perseverance, independence, self-confidence and self-control. Therefore, learning motivation, as a rule, should be presented as one of the main factors affecting the achieved learning results.
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Liem, Gregory Arief D. "Achievement and motivation." Educational Psychology 41, no. 4 (April 21, 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 regarded as predictors of high achievement motivation of junior adolescents. The review analyzes the reasons of reduction in learning motivation of high schoolers. The article discusses the models that demonstrate the role of belief in self-efficacy and role of mother and father in the formation of school achievement motivation. The authors show that scientists gradually shift the emphasis in the direction of non-invasive ways of shaping the «induced» learning motivation and targeted motivation for learning of particular top-requested disciplines.
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Sriwahyuniati, Christina Fajar, Tomoliyus, Danang Wicaksono, Andien Andareza, Elmalia Virdania, Gaida Rayehan Ningsih, Sekar Indah Sari, Geraldus Sefito Ventiano, M. Afdal Gafar, and Rafi Fajar Susila. "Achievement motivation in gymnastics athletes based on the Achievement Motivations Scale for Sports Environments: a study of gender differences." Fizjoterapia Polska 25, no. 1 (March 23, 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 simple randomization, including 26 male athletes and 81 female athletes, with an average age of 11.67 ± 3.75 years. The control group consisted of 41 athletes. The instrument used was the Achievement Motivations Scale for Sports Environments (AMSSE). Data analysis was conducted using the ANOVA test, with statistical significance set at p-value < 0.05. Results. The results showed no significant difference in achievement motivation between male and female gymnastics athletes in the Special Region of Yogyakarta, with an F-value of 0.264 and a p-value of 0.769 (> 0.05). However, based on average scores, male gymnasts had slightly higher achievement motivation (78.77 ± 7.28) compared to female gymnasts (77.65 ± 7.91) and the control group (77.50 ± 6.77). Conclusions. These findings suggest that both male and female gymnastics athletes require dedication and effort to achieve success while striving to avoid failure. Coaches should evaluate motivation from a personality psychology perspective. Achievement motivation plays a crucial role in an athlete's performance in both competition and training. Assessing motivational aspects can help athletes and coaches identify, develop, and implement appropriate training programs tailored to athletes' needs.
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Evans, Monica, Erin Jennings, and Michael Andreen. "Assessment through Achievement Systems." International Journal of Game-Based Learning 1, no. 3 (July 2011): 16–29. http://dx.doi.org/10.4018/ijgbl.2011070102.
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Educational games have great potential as tools for motivating and engaging students, in addition to teaching learning content and objectives, but have had difficulty proving their potential through traditional means. This article proposes that recent advances in the achievement systems of entertainment games can be used to measure motivation and engagement in educational games, and can serve as a self-assessing tool for both students and teachers. Achievements may also be utilized as a way to measure things that have been traditionally difficult to measure, such as creativity, curiosity, and the nuances of problem-solving ability. This article proposes a structure for categorizing achievements in relation to assessment, and discusses future research directions for achievements as measures of assessment for educational games. The article covers both traditional and non-traditional measures of assessment as they relate to gaming achievement systems, as well as the psychological aspects of achievements and player behavior, good design principles for learning assessment achievements, and potential for achievements as an additional measure of motivational engagement by students.
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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 (August 15, 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 correlation between students 'perceptions of Indonesian language teachers, students' interests and motivation in learning Indonesian language material with the students 'achievement in Gunungkidul's MTsN 3 is evidenced by the students' perceptions of Indonesian Language teachers (X1), which are included in quite a category (63.10%). Student perceptions of Indonesian language teachers have a positive relationship with student learning achievement as indicated by the value of b1 of 0.413. The relationship between students' perceptions of Indonesian teachers and student learning achievement is significant as indicated by the value of tcount (8,352) greater than ttable (1,960).Keywords: perception, interest, motivation, learning achievement
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Al Mamun, Molla Muhammad Abdullah, Kazi Khairul Alam, Humayun Kabir Talukder, Sharmin Jahan, Nazifa Islam, and Mahfuza Chowdhury. "Medical students’ motivational factors and academic performance – undergraduate level of Bangladesh." Bangladesh Journal of Medical Education 15, no. 1 (January 12, 2024): 67–74. http://dx.doi.org/10.3329/bjme.v15i1.70951.
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Background: Motivation is the most essential influencing factor in academic performance. It plays an important role in academics, through its persistence and involvement which correlates with different academic dimensions and achievements. Motivational processes influence an individual’s acquisition, transfer, and use of knowledge and skills. Educationally relevant concept of motivation is yet to be revealed. High intrinsic and extrinsic motivation scores are associated with higher academic achievement; whereas low intrinsic and extrinsic motivations are associated with low academic achievement. Aim: To determine students’ academic motivational factors and its relationship with professional result. Method: A descriptive cross-sectional quantitative study conducted from January 2022 to December 2022 over 540 students; among the students 209, 119, 101 and 111 were from first, second, third and fourth phases of MBBS course respectively. A self-administered semi structured questionnaire was used for quantitative data collection. For statistical analysis chi squared tests were applied. Result: Important motivational factor for the learning was to become a good doctor (80.00%) and then to pass in the examination (65.40%). Most of the students were motivated by combined intrinsic and extrinsic mode of motivation; but these findings had no association with the performance of professional examinations. Conclusion: This study has found that academic motivation of medical students could be influence by different factors. The existence of correlations between academic motivation and professional performance is still questionable and nonconclusive. BJME, Volume-15, Issue-01, January 2024: 67-74
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Svilina, Ol'ga Alekseevna. "Assessment of the impact of structural organization of achievement motivation of athletes upon their performance." Педагогика и просвещение, no. 1 (January 2022): 68–76. http://dx.doi.org/10.7256/2454-0676.2022.1.37599.
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The subject of this research is the psychological patterns of dynamic manifestations of athlete&rsquo;s motivation for achieving results in individual sports, as well as peculiarities of its transformation, taking into account professional becoming and the impact on self-efficacy The object of this research is the achievement motivation of athletes in individual sports. The author aims to empirically assess the impact of structural organization of achievement motivation of athletes upon their performance and achievements. Relying on the methods of nomothetic analysis of the data on the achievement motivation of over than 500 athletes, as well as their achievements, the article builds the system of independent equations that allow analyzing the impact of basic motivational factors (ego orientation, task solution, and material values) upon the effectiveness of athletes of the corresponding professional age group. The main conclusion consists in the revealed patterns that determine the effectiveness of an athlete depending on the structural organization of achievement motivation. Leaning on the developed system of independent equations, the author determines the level of sensitivity of achievements to the structure of the motive of athletes in individual sports. It is established that the degree of performance of an athlete is most sensitive to changes in the "task-solution orientation" factor. However, the progress in professional development leads to inclination towards the "material factor". The novelty of consists in modernization of the existing approaches and algorithms towards studying the achievement motivation (approaches of R. A. Piloyan, E. P. Ilyin, A. C. Puni, etc.) within the framework of using the dynamic analysis of the three-dimensional structure of motivation ("ego", "tasks", "material factors") applicable to athletes in individual sports. This allowed substantiating the need to use such mathematical-statistical models that are able to forecast the performance of an athlete depending on the structural organization of basic motives in each professional group.
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Yunia, Imas Winwin, Euis Eti Rohaeti, and Devy Sekar Ayu Ningrum. "PROFIL MOTIVASI BERPRESTASI PESERTA DIDIK SMP NEGERI 2 KARANGPAWITAN GARUT." FOKUS (Kajian Bimbingan & Konseling dalam Pendidikan) 3, no. 3 (May 15, 2020): 107. http://dx.doi.org/10.22460/fokus.v3i3.5328.
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The purpose of this study is to know the idea of the achievement motivation of educated person VII grade at SMP Negeri 2 Karangpawitan Garut. Achievement motivation is influenced by intrinsic factors and extrinsic factors. Intrinsic factors are factors that come from within the individual, such as curiosity, challenge and effort. But extrinsic factors are those that come from outside the individual, such a reward and punishment. Intrinsic and extrinsic motivations play a crucial role in encouraging individuals to achieve. The approach in this research is a quantitative approach with a quantitative descriptive research type. The research sample was 54 students of grade VII. Methods of data collection using a scale of achievement motivation. Based on the research results, it is known that the achievement motivation of class VII students is generally in the moderate achievement motivation category. However, the achievement motivation profile based on gender found that the achievement motivation of female students was better than the achievement motivation of male students. Keywords: Achievement Motivation, Students.
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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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Ioannis, Katsantonis, McLellan Ros, and E. Torres Pablo. "Unraveling the complexity of the associations between students' science achievement, motivation, and teachers' feedback." Frontiers in Psychology 14 (March 30, 2023): 1–13. https://doi.org/10.3389/fpsyg.2023.1124189.
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In recent decades, national science achievement in Greece is following a declining trend. A commonly held assumption is that achievement declines may occur either due to low quality teaching practices or due to students’ low motivation. While motivational beliefs have been linked with achievement, there is not enough evidence connecting these motivational constructs with teachers’ feedback, which can play an important role in nurturing both students’ motivation and achievement. Given that less is known about how these variables collectively function in predicting students’ science achievement, the present study draws upon the Greek (<em>N</em> =&thinsp;5,532 students, <em>N</em> =&thinsp;211 schools) PISA 2015 dataset to address this issue. A serial multiple mediation multilevel structural equation model was deployed. The results illustrated that the association between feedback and science achievement was partially mediated by the complex network of associations between students’ motivational beliefs. Intrinsic motivation was the strongest predictor of achievement, while feedback positively predicted students’ motivational beliefs. Unexpectedly, feedback was a negative predictor of achievement both at the individual and school level. The results suggest that interventions are needed to target specifically teachers’ feedback practices and intrinsic motivation.
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Haryanto, Arief Ibnu, Nurkhoiroh Nurkhoiroh, Agung Prasetyo, Meri Haryani, and Al Ilham. "INTERPERSONAL COMMUNICATION OF COACHES WITH MOTIVATION OF STUDENT-ATHLETES." STAND : Journal Sports Teaching and Development 4, no. 2 (January 10, 2024): 73–79. http://dx.doi.org/10.36456/j-stand.v4i2.8102.
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A coach's interpersonal communication is carried out to familiarize himself with athletes, the hope is that the coach can know what the athlete is thinking and at the same time, the coach can include positive motivations for the athlete, including achievement motivation. This research aims to determine the relationship between coaches' interpersonal communication and the achievement motivation of athletes who have become students at the Sports Coaching Education Study Program, Faculty of Sports and Health, Universitas Negeri Gorontalo. This correlational research uses an incidental sampling technique with a sample of 97 student-athletes. The research instrument uses a closed questionnaire for each variable. As a result, this research reveals that there is a significant relationship in the moderate category between coaches' interpersonal communication and student athletes' achievement motivation in the Sports Coaching Education Study Program, Faculty of Sports and Health, Universitas Negeri Gorontalo. This has answered the question of how coaches' interpersonal communication can influence the achievement motivation of student-athletes. Coaches can combine other things to motivate their athletes to excel, especially to increase athlete motivation. Researchers also suggest that future research should focus on what can motivate student-athletes to achieve achievements.
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Munir, Ali, Ahmad Nasrulloh, Suharjana Suharjana, Carles Nyoman Wali, and Eka Citra Gayatri Kerihi. "The Relationship Between Motivation and Mentality towards Athletes' Psychology in Supporting Football Achievement : A Literature Study." JOSSAE (Journal of Sport Science and Education) 7, no. 2 (January 30, 2023): 107–16. http://dx.doi.org/10.26740/jossae.v7n2.p107-116.
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Football is a sport that is synonymous with teamwork. The purpose of this study was to discuss the relationship of motivation and mentality of athletes to achievement. The nature of exercise aims to improve the various components that an athlete needs, for example physical exercise, techniques, tactics and achievements. A football athlete is not concerned with psychological factors, in this case the mental psychological factor and the motivation of the athlete. This type of research uses literature studies. The database in this study with article criteria derived from sinta 2-5 indexed journals. The analysis of this study focused on the relationship of motivation and mentality of athletes in football achievement. The main function of the study is to determine whether the mental and motivational relationship to the athlete's performance. The results of this study show that there is a relationship between the mentality and motivation of athletes to the achievements of athletes based on the results of the review. The existence of these two psychological factors, helps athletes get maximum achievements. It is concluded that motivation and mentality affect the achievements of athletes which will have an impact on athlete performance, then athletes create maximum achievements
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Nafisa, Arif Pambudi, Lumintuarso Ria, Chesa Arianto Afeb, Hartanto Amri, and Rahman Ayudi Andrian. "Social Support as a Predictor of Athletes Achievement Motivation: A Correlation Study at the Glagah Wangi Demak Athletic Club." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 05, no. 08 (August 19, 2022): 2204–9. https://doi.org/10.5281/zenodo.7009654.
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Social support is one of the factors that influence achievement motivation. Social support received can make individuals feel calm, cared for, self-confident, and competent. This study aims to determine the effect of social support on achievement motivation in athletic athletes. The type of research is ex post facto. The population is the athletics athletes of the Glagah Wangi Demak athletic club totaling 37 athletes with an age range of 14-19 years. The instrument in this research is a questionnaire. Data analysis using a simple regression test. The results showed that there was a significant effect of social support on the achievement motivation of athletic athletes. The contribution of social support to achievement motivation in athletic athletes is 27.90%. The better the athlete's social support, the higher the achievement motivation. It is hoped that people around athletes, such as parents, coaches, and friends, will provide the support that can help athletes so that they have a positive impact on their achievements. Athletes must maintain and develop enthusiasm while undergoing the best possible training program. Parents always encourage their children and provide good infrastructure to support children's achievements.
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Doi, Kiyoharu. "Affiliative achievement motivation and non-affiliative achievement motivation of female students." Japanese journal of psychology 58, no. 6 (1988): 397–400. http://dx.doi.org/10.4992/jjpsy.58.397.
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Raudhatul Janah, Khoirunnisa Nurfadilah, and Siti Qomariyah. "Peran Motivasi Belajar Berpartisipasi Dalam Peningkatan Prestasi Peserta Didik Di SMK Azzainiyyah." Al-Tarbiyah : Jurnal Ilmu Pendidikan Islam 1, no. 3 (July 30, 2023): 87–99. http://dx.doi.org/10.59059/al-tarbiyah.v1i3.311.
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The importance of learning motivation is very influential on student learning achievement, both intrinsic and extrinsic motivation. This research was conducted at SMK Azzainiyyah Sukabumi Regency. The purpose of this study was to determine the role of learning motivation to participate in improving student achievement at SMK Azzainiyyah Sukabumi Regency. The research approach uses descriptive qualitative with field studies. Data collection techniques with interviews, observation, and documentation. The results of the study stated that the motivation to study at SMK Azzainiyyah had two factors; intrinsic and extrinsic motivation. Many achievements were achieved thanks to the motivation to learn, both cognitive, affective, and psychomotor achievements. Participatory learning motivation plays a role in improving student achievement, including: increasing student involvement, increasing conceptual understanding, increasing intrinsic motivation, encouraging creativity and initiative and building social skills.
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Nirbhik, Dey. "MOTIVATIONAL FACTORS AND ACADEMIC ACHIEVEMENT IN BENGALI LANGUAGE AMONG SECONDARY STUDENTS." Scholarly Research Journal For Humanity Science & English Language 11, no. 59 (October 1, 2023): 30–37. https://doi.org/10.5281/zenodo.8416494.
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Language acquisition and proficiency play a vital role in educational attainment, with motivation serving as a crucial determinant of success. This study delves into the complex interplay between motivational factors and academic achievement in Bengali language learning among secondary students. Recognizing Bengali's profound cultural and societal significance, we aim to uncover the nuanced motivations that drive students towards linguistic mastery and subsequent academic success. Drawing on a qualitative research approach, we engaged fifteen secondary students in individual semi-structured interviews. Thematic analysis revealed five key motivational themes: intrinsic motivation and personal goals, teacher support and encouragement, perceived relevance to future goals, peer influence and collaborative learning, and resilience in overcoming challenges. These findings underscore the importance of recognizing students' personal goals and aspirations in language learning. Supportive teacher-student relationships emerged as pivotal in fostering motivation, as did the perceived practical relevance of Bengali proficiency in future endeavors. Peer interactions and the ability to surmount challenges further contributed to students' motivation. Theoretical frameworks, including Social Cognitive Theory, Self-Determination Theory, and Expectancy-Value Theory, offer valuable insights into the motivational dynamics at play. Implications for practice highlight the need for tailored interventions that nurture intrinsic motivation, promote positive teacher-student interactions, emphasize the practical value of language proficiency, and encourage collaborative learning. While this study provides valuable insights, it is essential to acknowledge its limitations, including the specific demographic focus. Future research could explore motivational factors in broader contexts and consider additional variables that may impact language learning motivation. This research advances our understanding of the motivational landscape in Bengali language learning among secondary students. The findings offer practical guidance for educators and policymakers to enhance language education practices, with broader implications for language acquisition in diverse educational settings. Keywords: Motivation, Bengali Language Learning, Secondary Students, Academic Achievement
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Asanre, Akorede, Aviwe Sondlo, and Taiwo Abiodun. "Impact of Interest and Motivation on Academic Achievement of Junior Secondary School Students in Mathematics." Journal of Mathematics Instruction, Social Research and Opinion 3, no. 3 (August 10, 2024): 275–84. http://dx.doi.org/10.58421/misro.v3i3.269.
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This research study investigated the influence of interest and motivation on mathematics achievement among junior secondary school students in Ijebu Ode, Ogun State, Nigeria. The study methodology was a descriptive survey, and the sample size of 350 junior secondary school students in Ijebu Ode from five public schools was chosen using a simple random sampling procedure. The Mathematics Achievement Test (MAT) and the Interest and Motivation towards Learning Mathematics Scale (IMLMS), with reliability coefficients of 0.77 and 0.81, respectively, were used in the study. Multiple regression analysis, Pearson Product Moment Correlation, and descriptive statistics were used to analyze the data gathered. The results showed that motivation and interest positively impact student achievement in school. They further demonstrated the independent factors' combined influence on the dependent variables. Based on the results, it is determined that junior secondary school students in Ijebu Ode, Ogun State, Nigeria, have high academic achievements in mathematics and that both motivation and interest jointly predict academic achievement. To improve students' mathematics achievement, it is advised that schools actively support these factors during the teaching and learning processes. The Ministry of Education needs to require all schools to implement student-motivating policies.
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Tomoliyus, Tomoliyus, Abdul Alim, Sumaryanti Sumaryanti, Japhet Ndayisenga, Irmantara Subagio, and Muhamad Ichsan Sabillah. "Motivation-Centred Innovative Coaching for Taekwondo and Karate Athletes in Yogyakarta and Bujumbura Cities." Retos 56 (May 1, 2024): 369–73. http://dx.doi.org/10.47197/retos.v56.104151.
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Martial arts coaching techniques that are research-evidenced create engaging and fulfilling training environments for athletes. This descriptive quantitative research investigated Taekwondo and Karate coaching practices focused on athletes' sports participation achievement motivation. The study includes 188 Karate and Taekwondo athletes (100 boys, 88 girls) from Yogyakarta and Bujumbura cities, selected through probability sampling method and simple random sampling techniques. The data collection instrument was a Sport Achievement Motivation Scale, adapted from the Achievement Motivation Scale. Data analysis procedure using Two-Way ANOVA with R program and descriptive statistics. Findings indicate significant differences in sport participation achievement motivation between Taekwondo and Karate martial artists from Bujumbura and Yogyakarta. In addition, motivational drives vary between male and female athletes, irrespective of country. The dominant motivational profile is Approach-Success in Training (MST), with 8 out of 14 agreed items falling within this dimension. Overall, athletes display an "Agree" level of sports participation achievement motivation (x̄ =-0.473 logits), highlighting the importance of motivational profile-centred coaching for enhanced success. These findings may guide Taekwondo and Karate coaches in tailoring methods and interventions to align with athletes' motivational profiles. Keywords: athletes, achievement motivation, martial arts, karate, taekwondo.
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Philip Adekanmbi, Foluso, and Wilfred Ukpere. "Self-efficacy and social adjustment as predictors of achievement motivation among bank employees." Banks and Bank Systems 16, no. 2 (June 29, 2021): 190–99. http://dx.doi.org/10.21511/bbs.16(2).2021.18.
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Despite the surge of studies on employee achievement motivation, there is little research that looks at the combination of self-efficacy and social adjustment as predictors of achievement motivation in Nigeria. Hence, this paper examines the influence of self-efficacy and social adjustment on achievement motivation in Nigeria’s banking industry. The study’s sample was drawn from six banks (Guarantee Trust Bank, First Bank of Nigeria, United Bank for Africa, Ecobank, First City Monument Bank, and Access Bank) in Ibadan, Oyo State, Nigeria. Also, it assumes a quantitative research approach. In this study, questionnaires were distributed randomly, and out of 200 questionnaires, 149 were suitable for analysis. Hence, the analysis was completed using the SPSS version 26. The results of this paper reveal that self-efficacy provided about 22% of influence and social adjustment about 82% of the influence on variance in achievement motivation among bank employees. Further results showed that gender, marital status, educational qualification and work experience have a significant and independent influence on achievement motivation among bank employees. The findings denote that increased levels of self-efficacy and social adjustment significantly predict achievement motivation. Therefore, human resource managers in Nigeria’s banking industry should always consider the psychosocial factors of employees, which will help management to know the practical measures and motivating conditions that are useful for enhancing achievement motivation. Also, banking industry managers should train employees in social adjustment skills that will help them managing their life achievements. AcknowledgmentThe Department of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, under Professor Wilfred Ukpere is acknowledged, in funding this study and its publication.
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Solobutina, Marina, and Margarita Nesterova. "Teachers' Professional Development: The Components of Achievement Motivation." ARPHA Proceedings 1 (November 5, 2019): 653–63. https://doi.org/10.3897/ap.1.e0619.
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The article is devoted to the study of teachers' professional motivation. The effectiveness and success of pedagogical tasks are determined by a creative, proactive approach to work and affects both the nature and quality of work performance. In the study, we consider the motivation of teachers and discuss the significance and place of achievement motivation in relation to the effectiveness of performing professional tasks. The teachers' achievement motivation was studied as an internal factor and a predictor of professional achievements. The aim of the research is to identify the main components of achievement motivation and to reveal the nature of correlation of these components with the general level of teachers' professional motivation. As a hypothesis of the study, it was suggested that professional success, productivity and a high quality of life are determined by an individual disposition and teacher needs. The study set out to conduct a comparative analysis of the motivation indicators in two groups of educators who teach humanities and natural science subjects. It was determined that the teachers' achievement motivation is based on the need for success/avoidance of failure, self-respect, recognition, and prestige. The analysis of value, emotional, behavioral, and cognitive components of the teachers' achievement motivation was conducted.
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Lutfhi, Abdil Khuddus S.Pd. M.Pd.1, wijaya S.Pd.Jas. M.Or.2 Andhega, and Dwi Adi Priyanto M.Pd3 Yongky. "Fanaticism of Football Fans to an Achievement of Football Club Case of study: Persebaya Football Club." International Journal of Social Science and Human Research 05, no. 04 (April 22, 2022): 1476–84. https://doi.org/10.5281/zenodo.6477432.
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, ,Until now, football matches have always been enlivened to support the pride of the club, from children, teenagers to the elderly who want to watch matches at the stadium, more than 1000 supporters attend every match. Therefore supporters have a considerable influence. Good for achievement. This study aimed to determine the relationship between motivation, loyalty, and behavior towards soccer achievement. The method used in this research is a quantitative descriptive method with a population of 100 people—data collection techniques using questionnaires and documentation. The data analysis technique used is multiple regression analysis, namely the variable motivation (x1), loyalty (x2), behavior (x3) as predictors, and the dependent variable is an achievement (Y). The results of this study indicate that (1) the motivation variable has a significant relationship between motivation and achievement of 0.871, (2) the loyalty variable there is a significant relationship between loyalty and achievement of 0.692, (3) there is a significant relationship between behavior and achievement of 0.766 , It was concluded from this study that motivation, loyalty, and the behavior of the three of them had a significant correlation to the achievements of football so that it influenced the achievements of football, especially the Persebaya club in Surabaya.
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Widiarini, Widiarini, Achmad Supriyanto, and Asep Sunandar. "Influential Factors Affecting Students’ Achievement in Higher Education Institution System." Journal of Development Research 7, no. 1 (May 31, 2023): 29–37. http://dx.doi.org/10.28926/jdr.v7i1.307.
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Instead of focusing on institution ranking, HEI should consider the students’ achievements because new students’ admission regulation allotted 20% of students registered by using achievement evaluation. In addition, every HEI must report student management, including students’ achievements through SIMKATMAWA. Bear in mind, the importance of student management and students’ achievement, the aim of this study is to investigate the relationship of factors affecting students’ achievement such as new students’ state university admission, students’ achievement motivation, students’ services, reward system, and students’ achievement. The researcher used a non-experimental quantitative approach i.e., correlational research. The sample of this study was 78 students of Brawijaya University (UB) who have high achievements. Structural equation modeling (SEM) was chosen as an analytical technique. This study showed a positive relationship between new students’ admission, students’ service, reward system, and students’ achievement. Those variables had a direct relationship. In addition, there was no significant positive relationship between new students’ admission for students’ achievement motivation, as well as students’ service for students’ achievement motivation. In sum, this study showed that UB had a good students management system, so that the students can get achievements.
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Beulahbel Bency, P. B. "Achievement Motivation and Achievement of Higher Secondary Students of Kanyakumari District." Shanlax International Journal of Education 7, no. 4 (September 1, 2019): 56–62. http://dx.doi.org/10.34293/education.v7i4.633.
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Motivation is imperative because it affects our lives every day. Motivation is the innate drive for all of our activities. All of our behaviors, actions, hope, and beliefs are altered by our inner drive to flourish. Our motives for achievement can range from living needs to satisfying creative needs or realizing success in competitive endeavors. These basic physiological motivational drives alter our natural behavior in different environments. Motivation refers to the dynamics of our practice, which involves our needs, desires, and ambitions in life. It can be well-defined as the driving force trailing all the actions of an individual. The influence of an individual’s needs and enjoy both have a substantial impact on the direction of their behavior. It is placed on your feelings and achievement-related goals. There are different forms of motivation, including external, intrinsic, physiological, and achievement motivation. There are also more adverse forms of motivation. Attainment motivation is based on reaching success and achieving all of our desire in life. It has been imagined in many diverse ways. It can be forwarded as the need for progress or the attainment of quality. Individuals will fill their needs through different means and are driven to succeed for varying reasons, both internal and external. Achievement motives include the need for success and the fear of failure. These are the more predominant reasons that direct our behavior towards positive and negative consequences. The goals of the study were to find the levels, to find the significant association of achievement motivation and achievement based on locality, type of management, type of family and monthly income and to see the correlation between Achievement Motivation and Achievement. Survey Method was used for the present study. 300 higher secondary students were accepted by casual sampling technique from the more senior secondary schools of Kanyakumari district. Percentage Analysis, Mean, Standard Deviation, Chi-square, and Correlation were the statistical techniques used. SPSS analyst zed data and the results arrived. Based on the findings, suggestive measures for improvement were provided.
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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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Murayama, Kou, and Andrew J. Elliot. "Achievement Motivation and Memory." Personality and Social Psychology Bulletin 37, no. 10 (June 2, 2011): 1339–48. http://dx.doi.org/10.1177/0146167211410575.
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Kukla, André, and Hal Scher. "Varieties of achievement motivation." Psychological Review 93, no. 3 (1986): 378–80. http://dx.doi.org/10.1037/0033-295x.93.3.378.
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Maehr, Martin L. "Culture and achievement motivation." International Journal of Psychology 43, no. 5 (October 2008): 917–18. http://dx.doi.org/10.1080/00207590701838162.
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Elton, Lewis. "Student motivation and achievement." Studies in Higher Education 13, no. 2 (January 1988): 215–21. http://dx.doi.org/10.1080/03075078812331377886.
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Zinkhan, George M., Jae W. Hong, and Robert Lawson. "Achievement and affiliation motivation." Journal of Business Research 20, no. 2 (March 1990): 135–43. http://dx.doi.org/10.1016/0148-2963(90)90057-k.
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Guthrie, John T., Cassandra S. Coddington, and Allan Wigfield. "Profiles of Reading Motivation among African American and Caucasian Students." Journal of Literacy Research 41, no. 3 (July 1, 2009): 317–53. http://dx.doi.org/10.1080/10862960903129196.
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Previous research has investigated motivations for reading by examining positive or affirming motivations, including intrinsic motivation and self-efficacy. Related to them, we examined two negative, or undermining, motivations consisting of avoidance and perceived difficulty. We proposed that the motivations of intrinsic motivation and avoidance are relatively independent and thus can be combined to form meaningful profiles consisting of avid, ambivalent, apathetic, and averse readers. With Grade 5 students we found that these motivations were relatively independent for both Caucasian and African American students. The two motivations uniquely explained a significant proportion of variance in reading comprehension and other cognitive reading variables. Although intrinsic motivation correlated higher with achievement than avoidance for Caucasians, avoidance correlated higher with achievement than intrinsic motivation for African Americans. For both groups, the profile of avid readers showed higher reading achievement than the other profiles.
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Sufirmansyah, Sufirmansyah. "PENGARUH EFIKASI DIRI TERHADAP PRESTASI BELAJAR MAHASISWA PASCASARJANA PRODI PAI STAIN KEDIRI DENGAN MOTIVASI SEBAGAI VARIABEL INTERVENING." Didaktika Religia 3, no. 2 (July 24, 2015): 133–56. http://dx.doi.org/10.30762/didaktika.v3i2.166.
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This study intends to examine the effect of self efficacy towards the achievementof postgraduate students with motivation as an intervening variable. This studyuses a quantitative approach with path analysis as the study design. The researchdata were collected through questionnaires and documentation. Respondentsconsisted of 53 postgraduate students: 25 people of 4th semester and 28 peopleof 2th semester. Data analysis begins with the test of validity and reliabilityof the instrument. The assumption test was conducted of multicollinearity,autocorrelation, heteroscedasticity and normality, then proceed with pathanalysis. Results of the study revealed that: Self Efficacy influenced the motivationof Postgraduate STAIN Kediri students by 50.2%; Motivation had an effect onachievement of Postgraduate STAIN Kediri students by 29.9%; Self efficacyaffected on Postgraduate STAIN Kediri student’s achievement by 67.4%; andSelf efficacy influenced the achievement of Postgraduate STAIN Kediri studentsthrough motivation as an intervening variable by 82.4%, and the remaining17.6% influenced by other factors outside the model.Key words: Self Efficacy, Motivation, Achievement, Intervening.
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Story, Paul, Mark F. Stasson, John M. Mahoney, and Jason W. Hart. "A TWO-FACTOR MODEL OF ACHIEVEMENT MOTIVATION." Social Behavior and Personality: an international journal 36, no. 5 (January 1, 2008): 707–8. http://dx.doi.org/10.2224/sbp.2008.36.5.707.
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Cassidy and Lynn (1989) synthesized an achievement motivation measure based on earlier scales. Their final measure assessed seven facets of motivation: Acquisitiveness for material wealth, Dominance, Competitiveness, Status Aspiration, Pursuit of Excellence, Work Ethic, and Mastery. Others (e.g., Sansone & Harackiewicz, 2000) have found that people are driven by two general motivational forces: intrinsic motivation is performing an activity for the pleasure inherent in the activity, whereas extrinsic motivation is driven by external factors. We hypothesized that Cassidy and Lynn's seven measures would cluster around intrinsic and extrinsic motivation.
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See, Siprianus. "Hubungan Antara Motivasi Dan Prestasi Belajar Peserta Didik Kelas V Di SDI Onekore 5 Kabupaten Ende." Ekspektasi: Jurnal Pendidikan Ekonomi 7, no. 1 (June 30, 2022): 34–40. http://dx.doi.org/10.37478/jpe.v7i1.1787.
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The formulation of the problem in this study is What is the relationship between motivation and learning achievements of class V learners at SDI Onekore 5 Ende Regency? The goal to be achieved is to find out the level of relationship between motivation and learning achievements of students of class V SDI Onekore 5. Respondents in this study were class V SDI Onekore 5 learners who numbered 31 people. The research method used is quantitative type exposfacto. Data collection techniques use questionnaires and are supported by documentation and observation. The hypothesis test uses the product moment correlation formula and continues with a simple regression. The results showed that there was a positive and significant relationship between motivation and learning achievement as evidenced by the correlation coefficient value of 0.481 and the probability of 0.001<0.005, and the coefficient of motivational determination to learning achievement of 0.232 or 23.2%. Thus it can be concluded that motivation has a strong enough relationship with the learning achievements of class V learners at SDI Onekore 5. So it needs to be recommended that the school in this case through teachers to further strive to increase the motivation of students through learning in school, while for students to continue to increase their motivation in terms of learning in order to obtain better achievements.
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Roy, Smritikana, and Birbal Saha. "Achievement Motivation of Post Graduate Level Students: An Analytical Study." Galore International Journal of Applied Sciences and Humanities 6, no. 4 (August 26, 2023): 51–55. http://dx.doi.org/10.52403/gijash.20221008.
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Achievement Motivation is very important factor for students’ achievement in academic concern. It is simply the motivation to gain achievements that creates a framework for the students of how to experience the better achievement or attainment of pre-determined goal. The present study is focused on the Achievement Motivation of Post Graduate level students in Purulia district. The objectives of the study are to know the difference between the Achievement Motivation of Male and Female students; Rural and Urban students & students of Science and Arts group in Post Graduate level. Descriptive survey method is followed to conduct the study. The researchers have selected 200 PG students from Sidho-Kanho-Birsha University of Purulia district as the sample of the study by using stratified random sampling technique. ‘Achievement Motive Test’ developed by Dr. V.P. Bhargava (2014) was used to collect the necessary data. The result revealed that there is no significant difference found in the Achievement Motivation of Post Graduate level students in respect to their Gender (Male and Female), Residence (Rural and Urban) and Stream (Science and Arts group). Keywords: Achievement Motivation, Post Graduate level students, Gender, Residence, Stream.
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Sopiyanto, Sopiyanto, Dedi Supriadi, Muchamad Ishak, and Akhmad Sobarna. "The Influence of Student's Learning Motivation And Extracurricular Activities on Physical Education Learning Achievement." International Journal of Business, Law, and Education 5, no. 1 (April 29, 2024): 1412–21. http://dx.doi.org/10.56442/ijble.v5i1.577.
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This study investigates the impact of student learning motivation and extracurricular activities on Physical Education learning achievement among students at SDN Ciangir 1, Tangerang Regency, using a correlational method. Cluster random sampling was applied, involving 28 fifth-grade students. Questionnaires measured learning motivation, while documentation assessed extracurricular activities and PE learning achievements. Correlation analysis revealed a significant positive correlation between learning motivation (X1) and PE learning achievement (Y), with a coefficient of 0.474. Similarly, a positive correlation was found between extracurricular activities (X2) and PE learning achievement (Y), with a coefficient of 0.423. Additionally, the correlation between learning motivation (X1) and extracurricular activities (X2) on PE learning achievement (Y) was significant, with a coefficient of 0.527. These findings confirm a notable influence of learning motivation and extracurricular activities on PE learning achievement among students at SDN Ciangir 1, Tangerang Regency.
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Arif Pambudi, Nafisa. "Social Support as a Predictor of Athletes Achievement Motivation:A Correlation Study at the Glagah Wangi Demak Athletic Club." International Journal of Multidisciplinary Research and Analysis 05, no. 08 (August 26, 2022): 2204–9. http://dx.doi.org/10.47191/ijmra/v5-i8-38.
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Social support is one of the factors that influence achievement motivation. Social support received can make individuals feel calm, cared for, self-confident, and competent. This study aims to determine the effect of social support on achievement motivation in athletic athletes. The type of research is ex post facto. The population is the athletics athletes of the Glagah Wangi Demak athletic club totaling 37 athletes with an age range of 14-19 years. The instrument in this research is a questionnaire. Data analysis using a simple regression test. The results showed that there was a significant effect of social support on the achievement motivation of athletic athletes. The contribution of social support to achievement motivation in athletic athletes is 27.90%. The better the athlete's social support, the higher the achievement motivation. It is hoped that people around athletes, such as parents, coaches, and friends, will provide the support that can help athletes so that they have a positive impact on their achievements. Athletes must maintain and develop enthusiasm while undergoing the best possible training program. Parents always encourage their children and provide good infrastructure to support children's achievements.
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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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Fomichenko, A. S., and N. S. Ivanov. "Features of Sport Achievement Motivation in Youth Football Players." Современная зарубежная психология 12, no. 1 (April 26, 2023): 80–88. http://dx.doi.org/10.17759/jmfp.2023120109.
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<p style="text-align: justify;">The article presents the review of foreign publications on peculiarities of achievement motivation in young football players. Sport motivation is examined within the framework of the theory of self-determination. External and internal motivations and their typical for teenage players forms are highlighted. The review denotes that motivation varies depending on the age and skills of juniors, becoming less autonomous in early adolescence, and more autonomous as skills are acquired. The importance of the influence of social agents (parents, peers, coach) on the formation and increase of the level of internal motivation of football players is demonstrated. There is a connection between the motivational climate, encouraged by the coach and parents, and getting pleasure from training and competitions, the formation of perseverance and purposefulness, as well as efficiency in setting goals and completing tasks. The importance of age-related psychological and physiological characteristics of players is also emphasized, since the use of only external stimuli (punishment and encouragement) instead of the development of internal motivation can lead to negative consequences and unwillingness to engage in this sport in the future. The conclusion is made about the importance of a comprehensive study of motivationally significant influence on the part of coaches, parents and peers at different stages of age development of young football players.</p>
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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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Novák, Jaromír, Kateřina Berková, Andrea Kubišová, and Dana Kolářová. "Gender Differences in School Achievement and Attitudes towards Motivation in Secondary Economic Education." Journal on Efficiency and Responsibility in Education and Science 17, no. 3 (September 30, 2024): 223–36. http://dx.doi.org/10.7160/eriesj.2024.170305.
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Abstract: This study examined the school achievement and attitudes of Czech and Slovak secondary school students (n = 572; age: 17-19) towards motivation in economic subjects. The aim was to analyse the factors of students’ motivation, their relations with selected teacher’s competences, and students’ school achievement with regard to their gender. The data were obtained by using a questionnaire and analyzed by Mann-Whitney U-test, Pearson, and Spearman correlation coefficients. Girls performed better than boys in all the subjects analysed. At the same time, for all factors of motivation with significant gender differences, their motivation was stronger compared to boys. School achievement and attitudes towards selected motivation factors are correlated. Some factors motivating boys with better achievement motivate girls with worse achievement.
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AN, Rizal Afif, Raras Risia Yogasnumurti, and Dika Setiagraha. "MANAGING STUDENT MOTIVATION AND LEARNING ACHIEVEMENTS: A CASE STUDY IN FINANCIAL MATHEMATICS CLASS SRIWIJAYA STATE POLYTECHNIC." Jurnal Manajemen 12, no. 1 (January 31, 2024): 71–78. http://dx.doi.org/10.36546/jm.v12i1.1109.
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Motivation as a part of the learning process is a crucial aspect and some previous research has been showing evidence. Motivation also becomes a part of Emotional Intelligence (EQ) and that is also proven to be involved to improve learning processes and help students understand advance and improve learning achievements. So, students have more enhanced knowledge and skills in competing and facing real work environments. This paper aims to collect data and discover how motivation affects student learning achievement. The hypothesis of this research is that students who have a good learning achievement are students who have a good motivation and also have a positive effect on student learning achievement. The research sample includes 71 students of Sriwijaya State Polytechnic. Motivation and learning achievements were measured by a questionnaire with a lickert scale. Then the data were analyzed through SPSS software. The results show that Motivation has an effect on student learning outcomes.
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Hutasuhut, Saidun, and Indah Putri Wirawan. "Socio-Economic and Parental Attention toward Learning Achievement with Mediation of Motivation to Learn." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 4, no. 2 (December 27, 2019): 189–202. http://dx.doi.org/10.24042/tadris.v4i2.4043.
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This study investigates the influence of parents' socio-economic conditions and attention to motivation to learn and learning achievement, moreover, also examine the mediation of motivation to learn on the influence of socio-economic conditions and parents' attention toward learning achievement. This study uses the ex-post-facto method. The data collection used in this study was questionnaires. The study population was eighth-grade students of junior high school in Medan, Indonesia, as many as 213 people and the samples taken were 138 people. The data analysis technique uses here as path analysis. The findings in the study are the socio-economic conditions and parents' attention directly, positively and significantly influence students' motivation to learn. Then the parents' socio-economic conditions, parents' attention, and motivation to learn have a positive and significant direct effect on learning achievement. Furthermore, motivation to learn is considered to mediate the influence of socio-economic conditions and parents' attention to social studies learning achievement. Parents' attention also mediates the influence of parents' socio-economic conditions on motivation to learn and learning achievement. Learning achievement is more accessible to achieve for families with adequately socio-economic conditions. Social studies learning achievements can be improved by increasing the attention of parents because it will increase motivation and further improve learning achievement.
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Gottfried, Adele Eskeles, George A. Marcoulides, Allen W. Gottfried, Pamella H. Oliver, and Diana Wright Guerin. "Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence." International Journal of Behavioral Development 31, no. 4 (July 2007): 317–27. http://dx.doi.org/10.1177/0165025407077752.
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Research has established that academic intrinsic motivation, enjoyment of school learning without receipt of external rewards, significantly declines across childhood through adolescence. Math intrinsic motivation evidences the most severe decline compared with other subject areas. This study addresses this developmental decline in math intrinsic motivation, and also serves as a resource for applied researchers by providing exemplary illustrations of approaches to longitudinal modeling. Using a multivariate latent change model, the longitudinal relationship between academic intrinsic math motivation and math achievement among participants ( n = 114) aged 9—17 years was examined to explain this motivational decline. On average, both math motivation and achievement decreased over time. This study reveals that math achievement is a significant contributor to the developmental decline in intrinsic math motivation from childhood through adolescence. In addition, academic intrinsic math motivation was found to be related to initial and later levels of mathematics achievement. These findings enhance understanding of developmental processes whereby early motivation and achievement are related to subsequent declines in mathematics.
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Park, Gi-Pyo. "Contributions of motivational components to L2 achievement through the mediation of learning strategies." Electronic Journal of Foreign Language Teaching 20, no. 1 (September 2023): 74–90. http://dx.doi.org/10.56040/gipa2015.
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This study investigated the relationships among intrinsic and extrinsic motivation, learning strategies, and second/foreign language (L2) achievement. A self-report questionnaire of the Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 291 university students learning English in Korea to collect data about motivation and learning strategies, and L2 achievement was determined by the grade of an English reading course. The results of data analysis using the Pearson product moment correlation and structural equation modeling (SEM) were as follows: first, the correlations among intrinsic motivation, extrinsic motivation, self-efficacy, learning strategies, and achievement were all significant, with intrinsic motivation and self-efficacy the highest and intrinsic motivation and extrinsic motivation the lowest correlations. Second, the model (Model 4) explaining the contributions of extrinsic motivation and self-efficacy to achievement mediated by learning strategies fit the current data better than other competing models (Models 1, 2, and 3). Third, significant direct effects of extrinsic motivation and learning strategies on achievement were found, whereas a significant indirect effect of self-efficacy on achievement by way of learning strategies was detected. The implications of these findings were discussed in terms of the contributions of extrinsic motivation, self-efficacy, and learning strategy use to L2 achievement, followed by future study areas to shed further light on relations among motivational components, learning strategies, and L2 achievement.