Artykuły w czasopismach na temat „Achievement motivation”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Achievement motivation.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych artykułów w czasopismach naukowych na temat „Achievement motivation”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.
1
Biatun, Noor. "Pengaruh Motivasi Belajar terhadap Prestasi Belajar PAI di MIN 3 Bantul". Jurnal Pendidikan Madrasah 5, nr 2 (23.11.2020): 253–58. http://dx.doi.org/10.14421/jpm.2020.52-11.
Pełny tekst źródłaStreszczenie:
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.
2
Putri, Ida Ayu Sasmitha, Putu Ngurah Suyatna Yasa i 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, nr 2 (30.09.2020): 138–47. http://dx.doi.org/10.22225/jj.7.2.2498.138-147.
Pełny tekst źródłaStreszczenie:
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.
3
Tilley, Christine M. "Achievement motivation". International Library Review 21, nr 3 (lipiec 1989): 279–87. http://dx.doi.org/10.1016/0020-7837(89)90039-3.
Pełny tekst źródła
4
Hyde, Janet Shibley, i Kristen C. Kling. "Women, Motivation, and Achievement". Psychology of Women Quarterly 25, nr 4 (grudzień 2001): 364–78. http://dx.doi.org/10.1111/1471-6402.00035.
Pełny tekst źródłaStreszczenie:
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.
5
Moneva, Jerald C., Linive C. Japos i Rosalie L. Ohayas. "Parental Motivation and Achievement". International Journal of Social Science Research 8, nr 2 (2.04.2020): 102. http://dx.doi.org/10.5296/ijssr.v8i2.16790.
Pełny tekst źródłaStreszczenie:
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.
6
Liem, Gregory Arief D. "Achievement and motivation". Educational Psychology 41, nr 4 (21.04.2021): 379–82. http://dx.doi.org/10.1080/01443410.2021.1924475.
Pełny tekst źródła
7
Ermolova, T. V., A. V. Litvinov, E. A. Balygina i A. V. Guzova. "Formation of Adolescents’ Achievement Motivation in Modern Educational Space". Современная зарубежная психология 8, nr 2 (2019): 7–18. http://dx.doi.org/10.17759/jmfp.2019080201.
Pełny tekst źródłaStreszczenie:
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.
8
Evans, Monica, Erin Jennings i Michael Andreen. "Assessment through Achievement Systems". International Journal of Game-Based Learning 1, nr 3 (lipiec 2011): 16–29. http://dx.doi.org/10.4018/ijgbl.2011070102.
Pełny tekst źródłaStreszczenie:
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.
9
Al Mamun, Molla Muhammad Abdullah, Kazi Khairul Alam, Humayun Kabir Talukder, Sharmin Jahan, Nazifa Islam i Mahfuza Chowdhury. "Medical students’ motivational factors and academic performance – undergraduate level of Bangladesh". Bangladesh Journal of Medical Education 15, nr 1 (12.01.2024): 67–74. http://dx.doi.org/10.3329/bjme.v15i1.70951.
Pełny tekst źródłaStreszczenie:
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
10
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, nr 1 (15.08.2019): 56–64. http://dx.doi.org/10.21831/diksi.v27i1.26177.
Pełny tekst źródłaStreszczenie:
(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
11
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.
Pełny tekst źródłaStreszczenie:
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.
12
Svilina, Ol'ga Alekseevna. "Assessment of the impact of structural organization of achievement motivation of athletes upon their performance". Педагогика и просвещение, nr 1 (styczeń 2022): 68–76. http://dx.doi.org/10.7256/2454-0676.2022.1.37599.
Pełny tekst źródłaStreszczenie:
The subject of this research is the psychological patterns of dynamic manifestations of athlete’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.
13
Yunia, Imas Winwin, Euis Eti Rohaeti i Devy Sekar Ayu Ningrum. "PROFIL MOTIVASI BERPRESTASI PESERTA DIDIK SMP NEGERI 2 KARANGPAWITAN GARUT". FOKUS (Kajian Bimbingan & Konseling dalam Pendidikan) 3, nr 3 (15.05.2020): 107. http://dx.doi.org/10.22460/fokus.v3i3.5328.
Pełny tekst źródłaStreszczenie:
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.
14
Doi, Kiyoharu. "Affiliative achievement motivation and non-affiliative achievement motivation of female students." Japanese journal of psychology 58, nr 6 (1988): 397–400. http://dx.doi.org/10.4992/jjpsy.58.397.
Pełny tekst źródła
15
Munir, Ali, Ahmad Nasrulloh, Suharjana Suharjana, Carles Nyoman Wali i 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, nr 2 (30.01.2023): 107–16. http://dx.doi.org/10.26740/jossae.v7n2.p107-116.
Pełny tekst źródłaStreszczenie:
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
16
Philip Adekanmbi, Foluso, i Wilfred Ukpere. "Self-efficacy and social adjustment as predictors of achievement motivation among bank employees". Banks and Bank Systems 16, nr 2 (29.06.2021): 190–99. http://dx.doi.org/10.21511/bbs.16(2).2021.18.
Pełny tekst źródłaStreszczenie:
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.
17
Tomoliyus, Tomoliyus, Abdul Alim, Sumaryanti Sumaryanti, Japhet Ndayisenga, Irmantara Subagio i Muhamad Ichsan Sabillah. "Motivation-Centred Innovative Coaching for Taekwondo and Karate Athletes in Yogyakarta and Bujumbura Cities". Retos 56 (1.05.2024): 369–73. http://dx.doi.org/10.47197/retos.v56.104151.
Pełny tekst źródłaStreszczenie:
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.
18
Beulahbel Bency, P. B. "Achievement Motivation and Achievement of Higher Secondary Students of Kanyakumari District". Shanlax International Journal of Education 7, nr 4 (1.09.2019): 56–62. http://dx.doi.org/10.34293/education.v7i4.633.
Pełny tekst źródłaStreszczenie:
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.
19
Widiarini, Widiarini, Achmad Supriyanto i Asep Sunandar. "Influential Factors Affecting Students’ Achievement in Higher Education Institution System". Journal of Development Research 7, nr 1 (31.05.2023): 29–37. http://dx.doi.org/10.28926/jdr.v7i1.307.
Pełny tekst źródłaStreszczenie:
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.
20
Murayama, Kou, i Andrew J. Elliot. "Achievement Motivation and Memory". Personality and Social Psychology Bulletin 37, nr 10 (2.06.2011): 1339–48. http://dx.doi.org/10.1177/0146167211410575.
Pełny tekst źródła
21
Kukla, André, i Hal Scher. "Varieties of achievement motivation." Psychological Review 93, nr 3 (1986): 378–80. http://dx.doi.org/10.1037/0033-295x.93.3.378.
Pełny tekst źródła
22
Maehr, Martin L. "Culture and achievement motivation". International Journal of Psychology 43, nr 5 (październik 2008): 917–18. http://dx.doi.org/10.1080/00207590701838162.
Pełny tekst źródła
23
Elton, Lewis. "Student motivation and achievement". Studies in Higher Education 13, nr 2 (styczeń 1988): 215–21. http://dx.doi.org/10.1080/03075078812331377886.
Pełny tekst źródła
24
Zinkhan, George M., Jae W. Hong i Robert Lawson. "Achievement and affiliation motivation". Journal of Business Research 20, nr 2 (marzec 1990): 135–43. http://dx.doi.org/10.1016/0148-2963(90)90057-k.
Pełny tekst źródła
25
Králíková, Jitka. "Analýza ukazatelů výkonové motivace u studentů sportovního gymnázia". Studia sportiva 11, nr 1 (19.07.2017): 144–50. http://dx.doi.org/10.5817/sts2017-1-32.
Pełny tekst źródłaStreszczenie:
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.
26
Guthrie, John T., Cassandra S. Coddington i Allan Wigfield. "Profiles of Reading Motivation among African American and Caucasian Students". Journal of Literacy Research 41, nr 3 (1.07.2009): 317–53. http://dx.doi.org/10.1080/10862960903129196.
Pełny tekst źródłaStreszczenie:
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.
27
Story, Paul, Mark F. Stasson, John M. Mahoney i Jason W. Hart. "A TWO-FACTOR MODEL OF ACHIEVEMENT MOTIVATION". Social Behavior and Personality: an international journal 36, nr 5 (1.01.2008): 707–8. http://dx.doi.org/10.2224/sbp.2008.36.5.707.
Pełny tekst źródłaStreszczenie:
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.
28
Sufirmansyah, Sufirmansyah. "PENGARUH EFIKASI DIRI TERHADAP PRESTASI BELAJAR MAHASISWA PASCASARJANA PRODI PAI STAIN KEDIRI DENGAN MOTIVASI SEBAGAI VARIABEL INTERVENING". Didaktika Religia 3, nr 2 (24.07.2015): 133–56. http://dx.doi.org/10.30762/didaktika.v3i2.166.
Pełny tekst źródłaStreszczenie:
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.
29
See, Siprianus. "Hubungan Antara Motivasi Dan Prestasi Belajar Peserta Didik Kelas V Di SDI Onekore 5 Kabupaten Ende". Ekspektasi: Jurnal Pendidikan Ekonomi 7, nr 1 (30.06.2022): 34–40. http://dx.doi.org/10.37478/jpe.v7i1.1787.
Pełny tekst źródłaStreszczenie:
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.
30
Fomichenko, A. S., i N. S. Ivanov. "Features of Sport Achievement Motivation in Youth Football Players". Современная зарубежная психология 12, nr 1 (26.04.2023): 80–88. http://dx.doi.org/10.17759/jmfp.2023120109.
Pełny tekst źródłaStreszczenie:
<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>
31
Roy, Smritikana, i Birbal Saha. "Achievement Motivation of Post Graduate Level Students: An Analytical Study". Galore International Journal of Applied Sciences and Humanities 6, nr 4 (26.08.2023): 51–55. http://dx.doi.org/10.52403/gijash.20221008.
Pełny tekst źródłaStreszczenie:
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.
32
Sopiyanto, Sopiyanto, Dedi Supriadi, Muchamad Ishak i 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, nr 1 (29.04.2024): 1412–21. http://dx.doi.org/10.56442/ijble.v5i1.577.
Pełny tekst źródłaStreszczenie:
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.
33
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, nr 08 (26.08.2022): 2204–9. http://dx.doi.org/10.47191/ijmra/v5-i8-38.
Pełny tekst źródłaStreszczenie:
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.
34
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, nr 1 (10.06.2016): 91–100. http://dx.doi.org/10.24042/ajpm.v7i1.133.
Pełny tekst źródłaStreszczenie:
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.
35
Ompusunggu, Henny Erina Saurmauli. "Hubungan Antara Motivasi Belajar Dengan Prestasi Belajar Mahasiswa/i Fakultas Kedokteran Universitas HKBP Nommensen". Nommensen Journal of Medicine 6, nr 1 (2.11.2020): 32–35. http://dx.doi.org/10.36655/njm.v6i1.247.
Pełny tekst źródłaStreszczenie:
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.
36
Beckmann, Jürgen. "Achievement motivation and motivational and volitional processes in sports." Motivation Science 6, nr 3 (wrzesień 2020): 192–94. http://dx.doi.org/10.1037/mot0000197.
Pełny tekst źródła
37
Sturman, Ted S. "Achievement Motivation and Type A Behavior as Motivational Orientations". Journal of Research in Personality 33, nr 2 (czerwiec 1999): 189–207. http://dx.doi.org/10.1006/jrpe.1999.2242.
Pełny tekst źródła
38
AN, Rizal Afif, Raras Risia Yogasnumurti i Dika Setiagraha. "MANAGING STUDENT MOTIVATION AND LEARNING ACHIEVEMENTS: A CASE STUDY IN FINANCIAL MATHEMATICS CLASS SRIWIJAYA STATE POLYTECHNIC". Jurnal Manajemen 12, nr 1 (31.01.2024): 71–78. http://dx.doi.org/10.36546/jm.v12i1.1109.
Pełny tekst źródłaStreszczenie:
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.
39
Gottfried, Adele Eskeles, George A. Marcoulides, Allen W. Gottfried, Pamella H. Oliver i 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, nr 4 (lipiec 2007): 317–27. http://dx.doi.org/10.1177/0165025407077752.
Pełny tekst źródłaStreszczenie:
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.
40
Park, Gi-Pyo. "Contributions of motivational components to L2 achievement through the mediation of learning strategies". Electronic Journal of Foreign Language Teaching 20, nr 1 (wrzesień 2023): 74–90. http://dx.doi.org/10.56040/gipa2015.
Pełny tekst źródłaStreszczenie:
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.
41
ERLINDA, RITA. "ACHIEVEMENT MOTIVATION AND ACADEMIC ACHIEVEMENT DIFFERENCESOF ENGLISH STUDENTS". Ta'dib 18, nr 1 (17.10.2016): 57. http://dx.doi.org/10.31958/jt.v18i1.278.
Pełny tekst źródła
42
Hutasuhut, Saidun, i Indah Putri Wirawan. "Socio-Economic and Parental Attention toward Learning Achievement with Mediation of Motivation to Learn". Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 4, nr 2 (27.12.2019): 189–202. http://dx.doi.org/10.24042/tadris.v4i2.4043.
Pełny tekst źródłaStreszczenie:
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.
43
Alamri, Mahdi Mohammed. "A Model of E-Learning through Achievement Motivation and Academic Achievement among University Students in Saudi Arabia". Sustainability 15, nr 3 (26.01.2023): 2264. http://dx.doi.org/10.3390/su15032264.
Pełny tekst źródłaStreszczenie:
In relation to E-learning, achievement motivation is the persistent drive that students have to succeed to a particular degree of quality in a competitive environment. Goals, task values, ability self-concepts, and achievement motives are only a few of the many diverse constructions that make up achievement motivation, which is not one single construct. According to the few studies that have looked at different motivation constructs as predictor variables of university students’ academic achievement well beyond cognitive abilities and achievement motivation, most motivational constructs predicted educational success beyond intelligence, and students’ ability self-concepts as well as task morals are more potent in predicting their achievement than goals and achievement motives. However, an effort was made in this study to examine the impact of academic achievement motivation on university students inside the Kingdom of Saudi Arabia. The purpose of the current study was to investigate the variables that influence motivation for achievement. It was predicted that these variables include ability, effort, perseverance, responsibility, the viewpoint of the teacher, and tasks. The major data collection strategy used by the researchers to accomplish their research goal involved distributing a questionnaire to 248 students. Structural equation modeling (SEM), a quantitative research technique, was used to produce the results. Because all of the criteria were significantly correlated in this study, it can be concluded that the tasks assigned to students and the perspective of the teacher both contribute to students’ motivation for achievement. The significance of the findings for studying motivational constructs with various theoretical underpinnings and structural models is highlighted. The associations among all hypotheses were investigated using the following variables based on the suggested model: aptitude, efforts and persistence, duties, the teacher’s viewpoint, and tasks.
44
Ružić, Valentina, Krunoslav, ml Matešić i Antonia Štefanec. "Gender Differences in Achievement Motivation of Employed Adults". Suvremena psihologija 19, nr 1 (10.06.2016): 81–89. http://dx.doi.org/10.21465/2016-sp-191-07.
Pełny tekst źródłaStreszczenie:
Achievement motivation is a concept that can be used for the explanation of individual differences in achievement and success in various contexts as well as an explanation of motivated behaviour. Despite the fact that a generally accepted definition of achievement motivation is still lacking because of disagreement over the traits it encompasses, numerous studies have been conducted on this subject. Researchers agree that achievement motivation is an important factor in professional life, particularly in achieving high professional success when external demands for focusing activity on achieving goals are minimal. It is of particular importance for those activities that have low structure levels and high autonomy. The study included 267 employed adults (124 males and 143 females) older than 18 years. Participants completed the Achievement Motivation Inventory (AMI) which consists of 17 achievement motivation scales. Individual scales form three clusters of motivational facets relating to self-assurance, ambition and self-control. The aim of the study was to determine the existence of gender differences in individual achievement motivation dimensions in employed adults in the Republic of Croatia. The results show the existence of significant gender differences in achievement motivation facets related to self-assurance and ambition in favour of males (e.g. confidence in success, dominance, and fearlessness) and self-control in favour of females. These results are in agreement with previous research and contribute to the usefulness of multifaceted measures of achievement motivation. Keywords: achievement motivation, gender differences, AMI
45
Sutanti, Tiwuk. "Pengaruh Penerapan Pembelajaran Berorientasi Aktivitas Siswa Dan Motivasi Belajar Terhadap Prestasi Belajar Siswa Kelas IX SMP Negeri 3 Kabupaten Pamekasan". Metafora: Education, Social Sciences and Humanities Journal 3, nr 1 (1.01.2019): 73. http://dx.doi.org/10.26740/metafora.v3n1.p73-86.
Pełny tekst źródłaStreszczenie:
This research related to Implementation of instruction based students’ activities and Students’ learning Motivation toward students’ learning achievementt of Ninth Grade Students State Junior High School 3 Pamekasan regency . The students’ learning achievementt is influenced by Implementation of instruction based students’ activities. Additionally it is influenced by Students’ learning Motivation. Good and regularly Implementation of instruction based students’ activities brings a positive effect on the students’ learning achievement and a high learning motivation in teaching will increase the students achievement. The purpose of this research is (1) to describe Implementation of instruction based students’ activities toward students’ learning achievement. (2) to describe the significant influence of the Students’ learning Motivation toward students’ learning achievement . (3) to describe the significant influence of Implementation of instruction based students’ activities and Students’ learning Motivation simultaniously toward students’ learning achievement. The design of this research is descriptive quantitative. The subject of the research is Ninth Grade Students of State Junior High School 3 Pamekasan. The data collecting technique is by giving some questionnaires. Data analyzing technique used patial and multi-regression computerized SPSS 17.00 program for windows. The Result and the discussion as follows: a) There is a significant influence on the Implementation of instruction based students’ activities (X1) toward students’ learning achievement is about 0,312. b) There is a significant influence on the Students’ learning Motivation (X2) toward students’ learning achievement is about 0,062 by the significanct level 0,000, on t-account, that means smaller than 0,05. It can be concluded that X1 and X2 are very significant. c) There is a significant influence on the Implementation of instruction based students’ activities and Students’ learning Motivation simultaneously toward students’ learning achievement is about 17,617 by the significanct level 0,000, on F-account, that means smaller than 0,05. It can be concluded that X1 and X2 are very significant toward Y.
46
Shen, Bo, Nate McCaughtry, Jeffrey J. Martin i Mariane Fahlman. "Motivational Profiles and their Associations with Achievement Outcomes". Journal of Teaching in Physical Education 28, nr 4 (październik 2009): 441–60. http://dx.doi.org/10.1123/jtpe.28.4.441.
Pełny tekst źródłaStreszczenie:
With the belief that theoretical integration in motivation may help us better understand motivational behavior, we designed this study to explore adolescents’ motivational profiles and their associations with knowledge acquisition, leisure-time exercise behaviors, and cardiorespiratory fitness. Middle school students from a large urban inner-city school district (N = 603, ages 12–14) completed questionnaires assessing motivational constructs and leisure-time exercise behavior. Knowledge and cardiorespiratory fitness were also assessed with a knowledge test and the Progressive Aerobic Cardiovascular Endurance Run (PACER) test, respectively. Using hierarchical cluster analysis, we found that students’ motivation in physical education could be explained from a multi-theoretical perspective. The interactive patterns among different motivation constructs were homogeneous overall and associated with in-class effort, knowledge, and leisure-time exercise behavior. These findings suggest that students’ development in physical education may depend upon a collective impact of changes in knowledge, physical activity ability, and sources of motivation.
47
Kwok, Nikole Wing Ka, i Angeline Khoo. "Gamers’ Motivations and Problematic Gaming". International Journal of Cyber Behavior, Psychology and Learning 1, nr 3 (lipiec 2011): 34–49. http://dx.doi.org/10.4018/ijcbpl.2011070103.
Pełny tekst źródłaStreszczenie:
This study explores the factors that contribute to problematic gaming among players of Massively Multiplayer Online Role Playing Games (MMOs for short), in particular, the game World of Warcraft. It examines motivations based on the Self Determination Theory (SDT) and motivations based on Yee’s player orientations. A total of 128 gamers participated in the online survey. Results showed that achievement and immersion player orientations are correlated with extrinsic motivation in terms of external, introjected and identified regulations, as well as intrinsic motivation. Social orientation is only correlated with identified regulation and intrinsic motivation. Problematic gaming is also correlated with all types of extrinsic motivation, and intrinsic motivation, as well as with achievement and immersion player orientations but not with social player orientation. Achievement orientation and introjected regulation both positively predicted problematic gaming, while identified regulation negatively predicted it.
48
Khathri, Akasyah Mohd, i Che Haspu Robiah Daud. "Relationship between motivation, learning habit and overall results of polytechnic mechanical engineering student". Journal of Counseling and Educational Technology 1, nr 2 (8.12.2018): 41. http://dx.doi.org/10.32698/0131.
Pełny tekst źródłaStreszczenie:
Motivation and learning habit generally play an important role in influential the results of a student's exam. This study aims to determine the relationship between motivations, learning habit and overall achievement in the second semester of Mechanical Engineering students at Terengganu Polytechnic. The study also aims to identify the differences in learning by gender at early achievement in the previous semester. To achieve this goal, the method of survey is conducted. Samples consisted of 196 students in second semester out of four programs in Mechanical Engineering Department. The study instrument used was Selmes Learning Inventory which presented four learning styles, namely deep-style, surface-style, well-organized style and diligent. The fifth style of learning, motivational style has been modified to measure the internal and external motivation. Data collected were analyzed descriptively and inferred using SPSS software. The results of the descriptive analysis found that students had high internal motivation as compared to external motivation as well as practicing surface style and deeper style than planned and diligent style. Inferential analysis results found that the overall achievement of the second semesters had a relationship with the in-depth learning style, effort and planning. There is a significant relationship between deep learning style and internal motivation. There was no significant difference in learning habit by gender and early achievement. The implication of this study is that motivation plays an important role in determining the choice of learning methods practiced by the students.
49
Daulay, Ahmad Arif, i Hanesman Hanesman Hanesman. "KONTIBUSI MOTIVASI DAN KESIAPAN PRAKTEK KERJA INDUSTRI TERHADAP PRESTASI PRAKTEK KERJA INDUSTRI". Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, nr 2 (1.06.2019): 144. http://dx.doi.org/10.24036/voteteknika.v7i2.104427.
Pełny tekst źródłaStreszczenie:
This study aims to determine the Contribution of Motivation and Readiness of Industrial Internship Practices to Industrial Job Training Achievement of Class XI Students in Audio Video Engineering Skills Program at SMK Negeri 1 West Sumatra. The population of this study was all students of class XI audio video engineering expertise program at SMK Negeri 1 West Sumatra 2018/2019 academic year totaling 31 students. data retrieval uses a type of saturated sample, sampling 31 students. Data collection methods in the study used documentation and questionnaires that were shared with students. This data analysis technique uses multiple regression analysis. The results showed that (1) contributing to the Motivation and Readiness of Industrial Internships together contributed 45.15% to the industrial work practice achievement, (2) motivation giving a contribution of 34.69% of the industrial work practice achievements, (3) the readiness of industrial work practices together contributed 21.62% to the achievement of industrial work practices. So, it can be concluded that the Motivation and Readiness of Industrial Work Practices Contribute to the Achievements of Industry. Keywords: Motivation,industry practicereadiness,industrial work practice achievements.
50
Arsalna, Arsalna, Apridar Apridar i Mohd Heikal. "PENGARUH LINGKUNGAN SEKOLAH DAN KOMPETENSI PROFESIONAL GURU TERHADAP PRESTASI SISWA MELALUI MOTIVASI BELAJAR SEBAGAI VARIABEL INTERVENING PADA SMAN 2 SEULIMEUM KABUPATEN ACEH BESAR." J-MIND (Jurnal Manajemen Indonesia) 5, nr 2 (8.08.2021): 94. http://dx.doi.org/10.29103/j-mind.v5i2.3438.
Pełny tekst źródłaStreszczenie:
ABSTRACTThe purpose of this study was to analyze the influence of the school environment, teacher professional competence on student achievement through learning motivation as an intervening variable at SMAN 2 Seulimeum Aceh Besar District. This study used two stages of sampling, namely the Proportionate stratified random sampling technique and the simple random sampling technique (simple random sampling) , which amounted to 156 students . The analysis tool uses the SEM ( structural equation modeling ) A MOS method . the study result showed that variables school environment positive and significant effect on student achievement and motivation, professional competence of teachers and a significant positive effect on student achievement and motivation, and learning motivation also has a positive and significant effect on student achievement . To me see mediation analysis of the school environment and teachers' professional competence and a significant positive effect is partially mediated the achievements of students of SMAN 2 Seulimeum Aceh Besar district.Keywords: school environment , professional competence of teachers , motivation to learn , and student achievement.