Artykuły w czasopismach: „Academic motivation”

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Blašková, Martina, Justyna Majchrzak-Lepczyk, Dominika Hriníková i Rudolf Blaško. "Sustainable Academic Motivation". Sustainability 11, nr 21 (25.10.2019): 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, i Khulood Ahmed Al-Kalbani. "Assessing work motivation for academic librarians in Oman". Library Management 35, nr 3 (4.03.2014): 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., i Lyudmila S. Skachkova. "Measuring academic motivation". Terra Economicus 19, nr 3 (25.09.2021): 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, nr 1 (styczeń 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 i Dian Puji Yuliandari. "The Indonesian EFL Learners’ Motivation in Reading". English Language Teaching 10, nr 5 (13.04.2017): 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, nr 1 (1.02.2015): 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, nr 1 (1.02.2017): 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 i Denise Stockley. "Academic Motivation in Calculus". Canadian Journal of Science, Mathematics and Technology Education 13, nr 1 (styczeń 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, nr 11 (1.11.2022): 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, nr 1 (6.05.2021): 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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Kalaivani, M., i V. Rajeswari. "THE ROLE OF ACADEMIC MOTIVATION AND ACADEMIC SELF CONCEPT IN STUDENT’S ACADEMIC ACHIEVEMENT". International Journal of Research -GRANTHAALAYAH 4, nr 9(SE) (30.09.2016): 37–49. http://dx.doi.org/10.29121/granthaalayah.v4.i9(se).2016.2508.

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Education is important to cultivate good values among the public in society. Education helps men to develop their life style. The ultimate goal of school is to educate young people to become responsible. Education is the complete development of individuality of the child so that the man can make an original contribution to human life according to the best of his capacity.. Both academic motivation and academic self-concept promote positive learning environment among the students. It is not just a desire only to achieve but it makes every student to excel in every actions. Proper motivation helps them to do their studies in the best way. Likewise highest self-concept students can easily achieve high in their academics. Both academic motivation and academic self-concept bring out the students’ potentialities and make the students to be successful in their academic prospects. Hence this paper attempts to explore the importance of academic motivation and academic self-concept in academic achievement.

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CRISAN-TAUSAN, Liana. "FOSTERING ACADEMIC MOTIVATION FROM A STUDENT-CENTRED PERSPECTIVE". JOURNAL PLUS EDUCATION 31, nr 2/2022 (1.11.2022): 227–37. http://dx.doi.org/10.24250/jpe/2/2022/lct.

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The fostering of the academic motivation of pupils/students by the teachers should represent one of the fundamental and permanent objectives of the instructive-educational activity, all the more so since motivation is assigned the second place in the hierarchy of importance of academic success factors, right after academic intelligence ( D. Ausubel, F. Robinson, 1981). The quality of the results of the learning activity and the student's academic adaptation are also conditioned by the degree and type of motivation that supports the learning activity. From the set of variables that determine the students' academic motivation, the school can influence or control, through the instructive-educational activity, only the factors that pertain to its own domain: the interactions between pupils/students and teachers; the interactions between pupils/students and other pupils/students; selecting, processing, and adapting the content of the educational process, the didactic methods, the assessment methods of academic performance. Considering the importance of strategies to stimulate the motivation for learning in the context of academic performance, we set out to investigate the perception of a group of students from faculties with a technical profile regarding educational practices that favour the development of academic motivation. The research method used is the questionnaire-based survey. To identify the students' perceptions of strategies that contribute to stimulating their academic motivation, we used closed-ended items in a questionnaire.

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Morales Rodríguez, Francisco Manuel. "SCHOOL MOTIVATION AND ACHIEVEMENT OF STUDENTS IN SECONDARY EDUCATION". Problems of Psychology in the 21st Century 4, nr 1 (10.11.2012): 39–49. http://dx.doi.org/10.33225/ppc/12.04.39.

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This paper aims to analyse the importance of intrinsic motivation factors as determinants of academic achievement in English as a Foreign Language (EFL). The general aim of the present study has been to analyse the existing relationship between students’ academic motivation and performance. This paper explores the importance of motivational variables for school achievement. In particular, the present study suggests that students with a higher intrinsic motivation to learn English will achieve better grades in this subject. Participants were 542 students (male and female) of Secondary Education. Results show that there is a correlation between academic goals and academic results; in particular an association exists between learning goals (intrinsic motivation) and a high academic achievement. With regards to the importance of intrinsic motivational factors, this study concludes that these factors are determinants of academic achievement in English as a Foreign Language (EFL). Therefore, results are useful in view of improving the process of teaching/learning EFL. The relevant conclusion reached here point to the academic goals as being indicator of and decisive factor for academic achievement. Key words: academic achievement, academic goals, academic motivation, English as a foreign language.

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Bagci, Sabahat Cigdem. "Does Everyone Benefit Equally From Self-Efficacy Beliefs? The Moderating Role of Perceived Social Support on Motivation". Journal of Early Adolescence 38, nr 2 (22.08.2016): 204–19. http://dx.doi.org/10.1177/0272431616665213.

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This study investigated whether perceived goal support from family and friends may moderate the relationship between academic self-efficacy and motivational outcomes among early adolescent students recruited from a low-middle socio-economic status(SES) background school in Turkey ( N = 319, [Formula: see text]age = 13.13, SD = .80). Self-report questionnaires included measures of academic self-efficacy, perceived family and friend support, and academic and career motivations. Academic self-efficacy and perceived support from family related positively to both types of motivation. Children who perceived lower family support benefited more from the positive effects of self-efficacy on motivations, whereas children with higher family support seemed to gain less (or not gain at all) from self-enhancing functions of self-efficacy. Same findings were found for peer support, but only when family support was excluded from analyses. Findings implied the need to study larger family and peer contexts under which self-efficacy beliefs may be more or less effective on motivation.

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Clark, M. H., Steven C. Middleton, Daniel Nguyen i Lauren K. Zwick. "Mediating relationships between academic motivation, academic integration and academic performance". Learning and Individual Differences 33 (lipiec 2014): 30–38. http://dx.doi.org/10.1016/j.lindif.2014.04.007.

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Manger, Terje, Jørn Hetland, Lise Øen Jones, Ole Johan Eikeland i Arve E. Asbjørnsen. "Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners". International Review of Education 66, nr 4 (sierpień 2020): 551–74. http://dx.doi.org/10.1007/s11159-020-09855-w.

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Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level.

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Clemente-Ricolfe, José-Serafín, i Paula García-Pinto. "Erasmus University Students Motivation and Segments: The Case of Universitat Politècnica de València, Spain". Journal of Educational and Social Research 9, nr 2 (1.05.2019): 72–82. http://dx.doi.org/10.2478/jesr-2019-0015.

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Abstract This study quantified Erasmus students’ motivations for studying abroad. Surveys were completed by 120 Erasmus students at the Universitat Politècnica de València (UPV) and their motivations for studying abroad were analysed via factor analysis. A two-step cluster analysis was used to segment students’ behaviour based on their motivations. Four factors were obtained: individual development, destination choice facilitators, academic aspects and the destination’s strong points. Behaviour was not uniform, and two different segments were found. In the first, which we refer to as “without perceived motivations”, no motivation was positively rated, while in the second, “with perceived motivations”, academics were a key motivating factor. Universities should consider working with the tourism sector to offer activities related to local culture. They could also organise classes outside of school hours to help Erasmus students learn Spanish.

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Kuśnierz, Cezary, Aleksandra M. Rogowska i Iuliia Pavlova. "Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study". International Journal of Environmental Research and Public Health 17, nr 16 (7.08.2020): 5729. http://dx.doi.org/10.3390/ijerph17165729.

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Background: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. Methods: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). Results: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. Conclusions: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.

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P. Libao, Nhorvien Jay, Jessie John B. Sagun, Elvira A. Tamangan, Agaton P. Pattalitan, Maria Elena D. Dupa i Romiro Gordo Bautista. "Science learning motivation as correlate of students’ academic performances". Journal of Technology and Science Education 6, nr 3 (27.09.2016): 209. http://dx.doi.org/10.3926/jotse.231.

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This study was designed to analyze the relationship of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, extrinsic motivation was found to be related with their academic performances among the indicators of motivations in learning science.

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Liu, Yujuan, Brent Ferrell, Jack Barbera i Jennifer E. Lewis. "Development and evaluation of a chemistry-specific version of the academic motivation scale (AMS-Chemistry)". Chemistry Education Research and Practice 18, nr 1 (2017): 191–213. http://dx.doi.org/10.1039/c6rp00200e.

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Fundamentally concerned with motivation, self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people's motivational types categorized by degree of regulation internalization. This paper aims to modify an existing theory-based instrument (Academic Motivation Scale, or AMS) and provide validity evidence for the modified instrument (Academic Motivation Scale-Chemistry) as a measure of seven types of student motivation toward chemistry. The paper explores how motivation as measured by AMS-Chemistry is related to student academic achievement and attendance. In a pilot study, the unmodified AMS showed good reliability, reasonable data fit, and the ability to detect motivational differences by sex in college chemistry courses. Based on the pilot study results, expert panel discussions, and cognitive interviews with students, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed. AMS-Chemistry was administered to university students in a first semester general chemistry course twice within a semester. An examination of validity evidence suggested that the AMS-Chemistry data could be used to investigate student motivation toward chemistry. Results showed students were extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies showed motivation was not associated with academic achievement at the beginning of the term, but intrinsic motivation subscales (to know, to experience, and to accomplish) were positively associated with academic achievement at the end of the term. Results also showed that students who persisted in class attendance scored higher on intrinsic motivation subscales than those who did not persist. The 28-item AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use the AMS-Chemistry to evaluate the impact of their efforts.

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Josely, Ms J., i Mrs Vandana Devi. "Relationship Between Teachers Motivation and Students Academic Performance". International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (30.06.2018): 2223–31. http://dx.doi.org/10.31142/ijtsrd14422.

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Sölpük Turhan, Nihan. "Gender Differences in Academic Motivation: A Meta-Analysis". International Journal of Psychology and Educational Studies 7, nr 2 (2.05.2020): 211–24. http://dx.doi.org/10.17220/ijpes.2020.02.018.

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Sölpük Turhan, Nihan. "Gender Differences in Academic Motivation: A Meta-Analysis". International Journal of Psychology and Educational Studies 7, nr 2 (2.05.2020): 211–24. http://dx.doi.org/10.17220/ijpes.2020.02.019.

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Lazutkin, Vadim. "Management of Labor Motivation of Research Personnel". Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2021, nr 2 (13.08.2021): 229–37. http://dx.doi.org/10.21603/2500-3372-2021-6-2-229-237.

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The specifics of research and academic profession presuppose special approaches to personnel management and motivation. The selection of adequate motivational tools is often done by trial and error. The paper attempts to substantiate short-term and long-term methods of motivating scientific personnel. The experiment featured the case of a Russian biotechnological company, whose personnel underwent S. Ritchie and P. Martin’s Motivational Profile Test. The dominant factors of job satisfaction included self-development opportunities, recognition, ambitious goals, creative tasks, etc. The authors developed some ways for the further development of methods for motivating research personnel.

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Schunk, Dale H. "Self-Efficacy and Academic Motivation". Educational Psychologist 26, nr 3-4 (czerwiec 1991): 207–31. http://dx.doi.org/10.1080/00461520.1991.9653133.

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KEEVES, JOHN P., i ANTHONY I. LARKIN. "THE CONTEXT OF ACADEMIC MOTIVATION". International Journal of Educational Research 10, nr 2 (1986): 205–13. http://dx.doi.org/10.1016/s0883-0355(20)30445-6.

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Schunk, Dale. "Self-Efficacy and Academic Motivation". Educational Psychologist 26, nr 3 (1.06.1991): 207–31. http://dx.doi.org/10.1207/s15326985ep2603&4_2.

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Breen, Rosanna, i Roger Lindsay. "Academic research and student motivation". Studies in Higher Education 24, nr 1 (styczeń 1999): 75–93. http://dx.doi.org/10.1080/03075079912331380158.

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Putwain, Dave. "Conceptualising and measuring academic motivation". Assessment and Development Matters 5, nr 2 (2013): 26–29. http://dx.doi.org/10.53841/bpsadm.2013.5.2.26.

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There is an almost bewildering array of different ways in which practitioners and researchers can conceptualise and measure academic motivation, and how academic motivation may overlap with and relate to adjacent constructs such as interest, engagement and enjoyment in learning. Conceptual clarity is required to clearly delineate between different constructs, develop precision in measurement tools and to advance theory. The purpose of this article is to describe one popular and contemporary approach to academic motivation – achievement goals – and how it can be measured.

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Liu, Honggang, Lixiang Gao i Fan Fang. "Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context". Sustainability 12, nr 15 (28.07.2020): 6040. http://dx.doi.org/10.3390/su12156040.

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Language teacher motivation has been explored through various contexts in recent decades. However, less attention has been paid to teachers’ motivations for furthering their professional development in multilingual academic environments, such as by becoming visiting scholars at top universities at home or abroad. This study adopts a mixed-method approach to investigate language teachers’ motivations for being visiting scholars. First, a questionnaire was conducted on 169 teachers who spoke both English and languages other than English (LOTEs). Following an exploratory factor analysis, six separate motivational sources were identified: internal needs, stress relief, academic positioning, academic contact, academic symbolism, and policy support. For triangulation purposes, further interviews were conducted with three visiting scholars and one supervisor for in-depth qualitative data analysis. Interview findings reveal an imbalance between high demand for visiting scholarship funding and the financial allowances granted by governments and universities. Visiting scholars also experience inadequate academic guidance from their supervisors and few opportunities to participate in supervisors’ projects. Based on the research findings, this study proposes ways to sustain teacher motivation at the macro (policy) level, the meso (tutor system) level, and the micro (individual supervision) level.

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Puklek Levpušček, Melita, i Anja Podlesek. "Links between academic motivation, psychological need satisfaction in education, and university students' satisfaction with their study". Psihologijske teme 28, nr 3 (2019): 567–87. http://dx.doi.org/10.31820/pt.28.3.6.

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Student motivation represents an important factor in their academic performance. The present study explored university students' academic motivation across the academic year and its relationship with psychological need satisfaction in the study context and academic adjustment. Deci and Ryan's Self-Determination Theory (SDT) presents a theoretical framework of this study. 124 students participated in both waves of data collection. They answered the Academic Motivation Scale, College Version (AMS-C 28) in the fall of the academic year, and seven months later they answered the question about their certainty of study choice and completed again the AMS-C 28. Additionally, they answered the items about their psychological need satisfaction (autonomy, competence, relatedness) in the current academic year and the items about their satisfaction with the study. The results showed that all forms of academic motivation (as distributed along the SDT motivational continuum) remained highly stable within one academic year. More autonomous motivational orientation related to higher perceived satisfaction of psychological needs. Furthermore, it significantly predicted students' satisfaction with the study and certainty about the study choice. When students' satisfaction of psychological needs in the current academic year was entered into the regression model, it predicted satisfaction with the study and certainty in study choice over and above the students' level of autonomous motivation. The study showed the importance of creating learning environments that respond to students' psychological study needs.

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ARIANI, Dorothea Wahyu. "WHY DO I STUDY? THE MEDIATING EFFECT OF MOTIVATION AND SELF-REGULATION ON STUDENT PERFORMANCE". Business, Management and Education 14, nr 2 (29.12.2016): 153–78. http://dx.doi.org/10.3846/bme.2016.329.

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The present study is designed to improve understanding of personal and situational effects on academic performance. This study examines relationship between flexible assessment system and academic performance mediated by self-regulation and academic motivation. This study also investigates moderated gender as a variable on the relationship models. A sample of 326 students of economics and business program were participated in the current study. The results indicate that academic motivational construct is a strong predictor of students’ self-regulation in learning and academic performance. Self-regulation mediates relationship between students’ academic motivation and students’ academic performance. Academic motivation and self-regulation also mediate the relationship between flexible assessment system and self regulation. The results also indicate that flexible assessment system does not have a direct relation with performance. These results are discussed with regard to the relevance of flexible assessment system, academic motivation, and self-regulation in increasing academic performance.

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Martínez-Ariza, Ligia, Lorena Cudris-Torres, Luisa Fernanda Echeverría-King i Jorge Armando Niño-Vega. "Influence of motivation on academic performance: an analysis of motivational assessment in mathematics learning". Revista de Investigación, Desarrollo e Innovación 12, nr 1 (15.02.2022): 485–94. http://dx.doi.org/10.19053/20278306.v12.n1.2022.14207.

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The objective of the study consisted of relating motivation with academic performance in mathematics in schoolchildren in northern Colombia, through the use of Pearson's correlation coefficient, applying the motivational assessment of the learning process (EMPA) questionnaire, to establish the levels of extrinsic and intrinsic motivation of the 65 students belonging to the sample. Academic performance was obtained through second source information provided by the academic coordination of the institution understudy, a quantitative and correlational approach was used. The results show a significant negative correlation in the dimensions of intrinsic and extrinsic motivation with academic performance. Given this, new lines of research are proposed, especially accompaniment by parents and guardians, and socioeconomic characteristics and their relationship to academic motivation.

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Gutiérrez, Melchor, i José-Manuel Tomás. "Motivational Class Climate, Motivation and Academic Success in University Students". Revista de Psicodidáctica (English ed.) 23, nr 2 (lipiec 2018): 94–101. http://dx.doi.org/10.1016/j.psicoe.2018.02.001.

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Stevani, Puja, i Marwan Marwan. "Pengaruh Fasilitas Belajar Dan Motivasi Belajar Terhadap Prokrastinasi Akademik dan Hasil Belajar Ekonomi Siswa". Jurnal Ecogen 4, nr 1 (22.04.2021): 120. http://dx.doi.org/10.24036/jmpe.v4i1.11044.

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This study aims to analyze : 1) The impact of learning facilities on the learning motivationto the student Senior High School Number 1 Batusangkar, 2) The leverage of learning facilities and learing motivation on the academic procrastination to the student Senior High Scholl Number 1 Batusangkar, 3) The effectlearning facilities,learing motivation and academic procrastination on the learning outcome to the student Senior High School Number 1 Batusangkar.the type of research is associative descriptive research. The sampling technique used is proportional random sampling, with 60 samples. The result show that (1) Learning facilities has a positive and significant effect on learing motivation, (2) Learning facilities has a negative and significant effect on academic procrastination, (3) Learning motivation has a negative and significant effect on academic procrastination, (4) Learning facilities has a significant effect on learing outcome, (5) Learningmotivation has a significant effect on learing outcome, (6) Academic procrastinationhas a significant effect on learing outcome, (7) Learning facilities, learing motivation and academic procrastination has a significant effect on learing outcome.Keywords: learning facilities, motivation to learn, academic procrastination

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Cilar, Leona, i Marija Spevan. "Strategies to improve academic motivation among nursing students". Sestrinski glasnik 25, nr 2 (2020): 139–45. http://dx.doi.org/10.11608/sgnj.25.2.8.

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Introduction: Academic motivation of nursing students is a broad concept that has an impact on academic success, education and personal satisfaction. Motivation to study often decreases with years of study, thus it is important to find out effective strategies for motivating nursing students. Methods: A scoping review was conducted in 2020 to determine the scope and body of literature on strategies for motivating nursing students. A literature search was performed in four international databases (PubMed, Medline, Science-Direct and Google Scholar) using inclusion and exclusion criteria. The literature search and analysis are shown using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. Results: Out of 560 identified studies, a total of 14 studies were included in the final analysis. Most of the identified studies were quasi-experimental studies (n=8; 57.14 %) exploring the effectiveness of existing strategy. Strategies that showed positive effects in raising nursing student’s academic motivation are gamification, mobile applications, forums, problem-based learning, and other specific strategies. Discussion: It is evident that new strategies have positive impact on nursing student’s academic motivation. Nevertheless, there is a need for further research and testing before the process of implementing those strategies in specific learning environment. Conclusion: There is a constant need for education of future nurses. To ensure appropriate nurses’ knowledge and skills, academic motivation is needed.

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Cilar, Leona, i Marija Spevan. "Strategies to improve academic motivation among nursing students". Sestrinski glasnik 25, nr 2 (2020): 139–45. http://dx.doi.org/10.11608/sgnj.25.2.8.

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Introduction: Academic motivation of nursing students is a broad concept that has an impact on academic success, education and personal satisfaction. Motivation to study often decreases with years of study, thus it is important to find out effective strategies for motivating nursing students. Methods: A scoping review was conducted in 2020 to determine the scope and body of literature on strategies for motivating nursing students. A literature search was performed in four international databases (PubMed, Medline, Science-Direct and Google Scholar) using inclusion and exclusion criteria. The literature search and analysis are shown using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. Results: Out of 560 identified studies, a total of 14 studies were included in the final analysis. Most of the identified studies were quasi-experimental studies (n=8; 57.14 %) exploring the effectiveness of existing strategy. Strategies that showed positive effects in raising nursing student’s academic motivation are gamification, mobile applications, forums, problem-based learning, and other specific strategies. Discussion: It is evident that new strategies have positive impact on nursing student’s academic motivation. Nevertheless, there is a need for further research and testing before the process of implementing those strategies in specific learning environment. Conclusion: There is a constant need for education of future nurses. To ensure appropriate nurses’ knowledge and skills, academic motivation is needed.

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Topçu, Sevgi, i Marilena Z. Leana-Taşcılar. "The role of motivation and self-esteem in the academic achievement of Turkish gifted students*". Gifted Education International 34, nr 1 (11.05.2016): 3–18. http://dx.doi.org/10.1177/0261429416646192.

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The aim of this study was to explore the relationship between self-esteem and motivational components and to determine which were the best predictors of academic achievement among Turkish gifted students. Participants in this study were 184 students (76 girls and 108 boys). Sixty-one students were from the fourth grade, 43 from the fifth grade, 34 from the sixth, 32 from the seventh and 14 from the eighth grade. Eighty-four of the students attended İstanbul Art and Science Centre, which is an after-school program for gifted students, and 100 of them attended a public special education school for gifted students. The Coopersmith Self-Esteem Inventory was used to assess self-esteem and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom was used to assess motivational components. Findings showed significant correlations between self-esteem, motivation and achievement. Using a regression analysis, in fourth graders general self-esteem, in fifth graders academic self-esteem, in sixth and seventh graders intrinsic motivations and in eighth graders extrinsic motivation were found to predict academic achievement.

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Khan, Saira, Rayna Sadia, Saba Zahid Hayat i Sonia Tahir. "Relationship between Academic Boredom, Learning Climate and Academic Motivation Among University Students". Pakistan Journal of Psychological Research 34, nr 3 (18.10.2019): 621–38. http://dx.doi.org/10.33824/pjpr.2019.34.3.34.

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The present research aimed at exploring the relationship between academic motivation, learning climate (Autonomy supported) and academic boredom among university students. In addition to this it aimed at confirming the mediating role of learning climate in relationship between intrinsic motivation and academic boredom among students studying in Universities of Pakistan. For the present study data was collected from 399 university students. The age of the sample ranged from 17 to 35 years (M = 21.45, SD = 2.40). Reliability coefficients of all the variables ranged from .65-.89 (Class Related Boredom Scale = .89, Learning Climate Questionnaire =.88, Academic Motivation Scale = .82, Intrinsic Motivation = .81, Extrinsic Motivation = .81, and A Motivation =.65). Further correlational analysis indicated a negative relationship of classroom related boredom with learning climate and intrinsic motivation. However, class related boredom was found to have positive relationship with extrinsic and a motivation. Learning climate (autonomy supportive) showed positive relation with intrinsic motivation. Based upon literature, mediation analysis was carried out which confirmed the mediating role of learning climate (autonomy supportive) in relation between intrinsic motivation and academic boredom. In the light of existing literature, findings were discussed, and suggestions were given for future researches.

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Vicente-Ramos, Wagner Enoc, Brenda Gonzales Silva, Shirley Teresa Nuñez Merino, Silvana Marjorie Paucar Lazo i Christian Richard Mejia Álvarez. "Academic Motivations of Pregrade Students in the Choice of International Business Career". International Journal of Higher Education 9, nr 2 (6.01.2020): 85. http://dx.doi.org/10.5430/ijhe.v9n2p85.

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The main objective of this research is to determine which is the most recurrent motivation by university students choose international business careers at 8 universities in Peru. The study sample is composed by 1242 international business students from the main universities in Peru. For this study, the Academic Motivation Scale (AMC) was used, this scale considers intrinsic motivation factors (knowledge, achievement, stimulating experiences), extrinsic motivation (identified regulation, introjected regulation, external introjected) and amotivation.As a result, the research shows that the students wanted to achieve their goals (84%), because it is aligned to their dreams (83%), also that they want to show to other people that they are capable to generate business opportunities (81%). On the other hand, the main demotivations were the fact that they don’t care and just want to finish the career (10%), they didn’t know which career choose (13%) and they didn’t know the reason why they choose this career (15%).It is concludes that the factors of academic motivations (motivation, extrinsic motivations and intrinsic motivations) are positively related to the choice of the international business career. Where the most significant relationship is that between extrinsic motivation with external regulation and the choice of the international commercial career, to achieve its objectives such as giving a more positive image to family and friends. While the least significant relationship is that between the intrinsic motivation for stimulating experiences and the choice of an international business career.

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Pham Thi Anh, Hang. "THE EFFECT OF CLASSROOM CLIMATE ON STUDENT ACADEMIC MOTIVATION MEDIATED BY ACADEMIC SELF – EFFICACY AT HANOI LAW UNIVERSITY". SCIENTIFIC JOURNAL OF TAN TRAO UNIVERSITY 7, nr 20 (7.05.2021): 96–104. http://dx.doi.org/10.51453/2354-1431/2021/488.

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Learning strateries and efforts have popularly recognized academic motivation as the driving force of student academic performance. The present study examines the direct and indirect effect of classroom climate on student academic motivation at the tertiary level. A sample population of 119 freshmen from Hanoi Law University was approached to respond to a questionnaire. The result shows that classroom climate positively affects student academic motivation and that the relationship is significantly mediated by academic self-efficacy. Particularly, the findings indicate that a favourable classroom climate can effectively improve student academic motivation, the planned and fair classroom climates effectually build students’ self-efficacy in their learning. This study highlights the indispensable and pivotal role that a planned, cohesive, and fair classroom climate plays in motivating students to learn. Moreover, it provides references for policymakers, school administrators, and lecturers in building a positive and healthy classroom climate.

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Titrek, Osman, Ceren Çetin, Esra Kaymak i Merve Melike Kaşikçi. "Academic Motivation and Academic Self-efficacy of Prospective Teachers". Journal of Education and Training Studies 6, nr 11a (29.11.2018): 77. http://dx.doi.org/10.11114/jets.v6i11a.3803.

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The purpose of this study is to examine the relationships between academic self-efficacy perception of prospective teachers and their academic motivation levels. The study was conducted on 322 prospective teachers (226 female and 96 male) who were in 3rd and 4th grades at Faculty of Education in Sakarya University during Spring term of 2017-2018 academic year. Data was collected through “Academic Motivation Scale” developed by Vallerand et al. (1992) and adapted into Turkish by Karagüven (2012) and “Self-perception of Candidate Teachers on Teaching Proficiency Scale” developed by Çakır, Erkuş, and Kılıç (2004). SPSS 23 package program was used to analyze the data; percentage, frequency, arithmetic mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA), Tukey HSD and Pearson Correlation test were used in the data analysis. The results of analyses indicated that academic self-efficacy perception levels of the prospective teachers were at desired level. However, their academic motivation levels were at middle level. The result of the analysis revealed that the prospective teachers who were female and taught at 4th grade had higher academic self-efficacy score whereas significant difference was not found in academic motivation levels in terms of gender and grade. On the other hand, there was a significant difference in both academic self-efficacy perception of the prospective teacher and their academic motivation levels in terms of department variables. Prospective teachers enrolled at the department of Preschool and Science Education had higher academic self-efficacy perception than those enrolled at the department of Computer Education and Instructional Technologies, English, Special Education, Social Science and Mathematics. Prospective teachers enrolled at the department of Psychological Counseling and Guidance and Science Education had higher academic motivation levels than English prospective teachers. Further, significant positive correlations were observed between academic motivation and academic self-efficacy of prospective teachers.

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Orsini, Cesar A., Vivian I. Binnie i Jorge A. Tricio. "Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile". Journal of Educational Evaluation for Health Professions 15 (19.04.2018): 11. http://dx.doi.org/10.3352/jeehp.2018.15.11.

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Purpose: To determine dental students’ motivational profiles through a person-centred approach and to analyse the associations with the satisfaction of their basic psychological needs, study strategies, academic performance, self-esteem, and vitality. Methods: A total of 924 students from the University of San Sebastian (Chile) participated in this cross-sectional cor¬relational study in spring 2016. Data were collected through 5 self-reported instruments, in addition to students’ academic performance. The Cronbach alpha, descriptive statistics, and correla¬tion scores were computed. A k-means cluster analysis with intrinsic and controlled motivation was conducted to identify different mo-tivational profiles. Subsequently, multivariate analysis of covariance controlling for the effects of gender and year of study was carried out to assess differences among the retained motivational profiles and learning variables. Results: All instruments showed acceptable Cronbach alpha scores. A 4-cluster solution was retained for the motivational profile over a 3- or 5-cluster solution. Students’ motiva-tional profiles were characterized by different degrees of intrinsic and controlled motivation. The high intrinsic motivation groups showed higher perceptions of their basic psychological, a greater propensity for a deep rather than surface study strategy, better academic performance, and higher scores for self-esteem and vitality than the low intrinsic motivation groups, regardless of the degree of controlled motivation. Conclusion: Students with a high intrinsic motivation profile, regardless of their controlled motivation scores, reported better learning characteristics. Therefore, special attention should be paid to students’ motivational profiles, as the quality of motivation might serve as a basis for interventions to support their academic success and well-being.

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Sun, Li, i Ning Cheng. "Impact of Perceived Academic Advisor Support on Academic Motivation". International Journal of Human Resource Studies 11, nr 2 (26.04.2021): 168. http://dx.doi.org/10.5296/ijhrs.v11i2.18564.

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Improving the credit system is a new requirement of the Ministry of Education of China. The academic advisor system is an essential part of the credit system management and plays an important role in the planning and guidance of students’ academic career. Therefore, this paper studies the influence of students’ perception of academic advisor support on academic motivation. It surveyed 455 undergraduates from universities and colleges in Henan Province that implemented the academic advisor system, and found that students have a high degree of academic motivation. The main results of the research are as follows: 1) Freshmen’s perception of academic advisor support is higher than that of senior students; 2) Perceived autonomy support and engagement support have a significantly positive impact on intrinsic academic motivation; 3) Perceived opportunity support has a significantly positive impact on extrinsic academic motivation; 4) Perceived relationships support has a significant negative impact on amotivation. This research can help higher education workers to value student autonomy in learning, actively communicate with students, and provide resource support for the realization of student goals.

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Muñoz-Restrepo, Ana, Marta Ramirez i Sandra Gaviria. "Strategies to Enhance or Maintain Motivation in Learning a Foreign Language". Profile: Issues in Teachers´ Professional Development 22, nr 1 (1.01.2020): 175–88. http://dx.doi.org/10.15446/profile.v22n1.73733.

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Motivation is one of the most important factors in the enjoyment and success in learning any subject, especially a foreign language. Many students approach the learning of a language based on academic mandates, family impositions, job requirements, and so on. These non-intrinsic motivations make learning a more difficult, frustrating, and non-pleasurable experience, both for students and teachers. Therefore, skills in motivating learners should be seen as central to teaching effectively. In this article, we provide a series of strategies for teachers to gradually lead students from an extrinsic motivation to a more internal and autonomous motivation. This approach is framed within one of the most recent and well-known theories of motivation: self-determination theory.

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Cerino, Eric S. "Relationships Between Academic Motivation, Self-Efficacy, and Academic Procrastination". Psi Chi Journal of Psychological Research 19, nr 4 (2014): 156–63. http://dx.doi.org/10.24839/2164-8204.jn19.4.156.

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Amrai, Kourosh, Shahrzad Elahi Motlagh, Hamzeh Azizi Zalani i Hadi Parhon. "The relationship between academic motivation and academic achievement students". Procedia - Social and Behavioral Sciences 15 (2011): 399–402. http://dx.doi.org/10.1016/j.sbspro.2011.03.111.

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Erten, İsmail Hakkı. "Interaction between Academic Motivation and Student Teachers’ Academic Achievement". Procedia - Social and Behavioral Sciences 152 (październik 2014): 173–78. http://dx.doi.org/10.1016/j.sbspro.2014.09.176.

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Werang, Basilius Redan, I. Nyoman Jampel, Anak Agung Gede Agung, Hagnisaridewi Wananggiun Sutoyo Putri i Sandra Ingried Asaloei. "Teacher teaching performance, students’ learning motivation and academic achievement". Cypriot Journal of Educational Sciences 17, nr 12 (31.12.2022): 4672–82. http://dx.doi.org/10.18844/cjes.v17i12.7586.

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Academic achievement has become a phenomenon of interest to all, which explains why scientists have worked all out to disentangle the elements that impede student academic success. Despite the plethora of causal factors determining student academic success, this study focuses on revealing how teacher teaching performance and student learning motivation affect academic achievement in Indonesian language subjects among state junior high school students. Two survey questionnaires and the Indonesian language academic record were used to collect data from a total of 345 students, conveniently drawn from among the students enrolled at the state junior high schools in Merauke Regency, Indonesia. Obtained data were subjected to statistical analysis using simple linear regression by utilising the Statistical Package for the Social Sciences software version 21. The statistical results showed that the teacher teaching performance and student learning motivation impact significantly positively on the academic achievement in Indonesian language subjects among the state junior high school students. Teachers are crucial to the academic performance of all the students they teach and play a more dominating role in motivating children who are at risk of academic failure. Teachers are crucial to the academic performance of all the students they teach and play a more dominating role in motivating children who are at risk of academic failure and/or performing below their academic potential. Keywords: Teaching performance, learning motivation, academic achievement, student, teacher.

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COKLEY, KEVIN. "What Do We Know about the Motivation of African American Students? Challenging the "Anti-Intellectual" Myth". Harvard Educational Review 73, nr 4 (1.12.2003): 524–58. http://dx.doi.org/10.17763/haer.73.4.3618644850123376.

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In this article, Kevin Cokley challenges conventional wisdom about African American college students and the factors underlying their academic underachievement. In this quantitative study of students attending three historically Black colleges and universities and one predominantly White university, Cokley reviews and integrates existing research on the academic motivation and academic self-concept of African American students. He then introduces self-determination theory as an additional motivational framework to understand African American students' motivation. While Cokley finds that African American students are intrinsically highly motivated, this motivation is not related to how they perform academically or to their academic self-concept.

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