The authors hereby wish to declare no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Tables 24 show the correlations between all scales in school in general, in math, and in German. We applied sophisticated statistical procedures to investigate the relations in three different domains, namely school in general, math, and German. Independent samples -test was used to examine if gender differences existed, while correlation analysis was considered to determine the relationship between students motivational beliefs and learning strategy use. What is the relative importance of students domain-specific ability self-concepts, task values, goal orientations, and achievement motives for their grades in the respective domain when including all of them, students intelligence and prior achievement simultaneously in the analytic models? Students are supposedly capable of instigating, modifying, and sustaining information. As an old age yardstick for assessing students performance in Liberia, unremitting falloffs despite increased number of trained teachers with better incentive, built or renovated learning facilities, update-to-date textbooks, and so on in comparison with those of early 2000s are a matter of serious concern. 46, 168184. Soc. Contemp. Teachers often consider results from quizzes and tests as the only criterion for judging students mastery of contents and their abilities to perform better in academic and nonacademic environments. Res. Psychol. Achievement motivation. doi: 10.1037/0022-0663.89.4.710, Mller, J., Pohlmann, B., Kller, O., and Marsh, H. W. (2009). Motiv. 86, 148161. 21, 215225. doi: 10.1037/0022-3514.86.1.148, Linnenbrink-Garcia, L., Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T., Ben-Eliyahu, A., et al. The Achievement Motive. The sample comprised 345 11th and 12th grade students (M = 17.48 years old, SD = 1.06) from the highest academic track (Gymnasium) in Germany. Raw values could range from 0 to 60 for verbal and numerical intelligence, and from 0 to 180 for overall intelligence. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. However, we included students prior grades in the analyses and students ability self-concepts still were the most powerful predictors of academic achievement out of the achievement motivation constructs that were considered. In all three domains (i.e., school in general/math/German), out of all motivational predictor variables, students ability self-concepts showed the strongest associations with subsequent grades (r = 0.53/0.61/0.46; see Tables 24). AW wrote, reviewed, and edited the manuscript. This study is critical because it delves into Liberian students motivations and strategies as well as factors hampering their learning. Psychol. Does students grit predict their school achievement above and beyond their personality, motivation, and engagement? Psychol. Self-regulated learning and motivation facilitate the effects of emotions on academic achievement (Mega, Ronconi & De Beni, 2014). Hence, there are good prospects and big room for improvement. Teachers must be trained to integrate the essence of motivational beliefs and the need for students to use all kinds of strategies during instructions. R.Q.2. There was a statistically significant difference between the two groups' intrinsic motivation to know, to accomplish, and to experience stimulation and extrinsic motivation, introjected; non-traditional students were higher than their traditional counterparts. Keywords: academic achievement, ability self-concept, task values, goals, achievement motives, intelligence, relative weight analysis, Citation: Steinmayr R, Weidinger AF, Schwinger M and Spinath B (2019) The Importance of Students Motivation for Their Academic Achievement Replicating and Extending Previous Findings. Intelligenz-Struktur-Test 2000 R [Intelligence-Structure-Test 2000 R]. In 2013, no candidate passed in the division one category, and of a total of 27,651 candidates who sat May/June, 2014, senior high school certificate exams only 13,349 or 48.26% pass, respectively [5]. doi: 10.1177/1094428104266510, Kriegbaum, K., Jansen, M., and Spinath, B. Steinmayr and Spinath (2009) investigated the role of an expectancy component (i.e., ability self-concept), five value components (i.e., task values, learning goals, performance-approach, performance-avoidance goals, and work avoidance), and students achievement motives (i.e., hope for success, fear of failure, and need for achievement) for students grades in math and German and their GPA. 2, 2011. Psychol. This study was intended to explore the motivational beliefs and learning strategy use by Liberian junior and senior high school students in connection with their academic performance. Male students had higher mean differences in intrinsic goal orientation and task value. Bull. Emphatically, the support being provided by the Liberian government and donors has triggered some achievements including the provision of textbooks, learning materials, teachers guides, the construction and renovation of schools, and education facilities around the country and the successful implementation of capacity development programs targeting school administrators, teachers, and Parent-Teacher Associations [4]. 667686, 2003. In Germany, institutional approval was not required by default at the time the study was conducted. (2)Rehearsal and organization strategies are of priority to students as they make strides to progress through the academic ladder of high school. One of the most fascinating findings of this study reveals worrying about life challenges (poverty) and access to school (distance to and from school) as the most perilous factors confronting Liberian junior and senior high school students learning. 20, 11321139. The same was true for performance-approach goals (0.85 0.88), performance-avoidance goals ( = 0.89), and work avoidance (0.91 0.92; see Table 1). Internal consistencies of all intelligence scales were high (0.71 0.90; see Table 1). Even when intelligence and prior grades were controlled for, students ability self-concepts accounted for at least 10% of the variance in the criterion. Before testing, we received informed consent forms from the parents of the students who were under the age of 18 on the day of the testing. AMS achievement motives scale von gjesme und nygard - deutsche fassung [AMS German version]. doi: 10.1146/annurev.psych.53.100901.135153, Eccles, J. S., Wigfield, A., Harold, R. D., and Blumenfeld, P. (1993). Being the principal stakeholder, the performance of HEIs mainly relies on the success of its students ( 2 ). However, Sparfeldt and Rost (2011) demonstrated that operationalizing achievement motives subject-specifically is psychometrically useful and results in better criterion validities compared with a domain-general operationalization. 5, No. The relative weights of students math task values (9%), learning goals (5%), work avoidance (7%), and hope for success (6%) did not differ significantly from each other. Mindfulness Meditation, metacognition, coping, teacher involvement, and test question order are anxiety reduction strategies explored. Relative importance analysis: a useful supplement to regression analysis. In the present studies, we aimed to investigate the relative importance of several achievement motivation constructs in predicting students academic achievement. Besides, parents must limit workloads given to school going age children and provide sufficient time for them to study their lessons. Of particular relevance here, are the correlations between the motivational constructs and students school grades. 117128, 2005. doi: 10.1037/a0023336, Kuncel, N. R., Hezlett, S. A., and Ones, D. S. (2004). Table 1 shows means, standard deviations, and reliabilities. Strength of the study is the simultaneous investigation of different achievement motivation constructs in different academic domains. Academic self-beliefs and prior knowledge as predictors of student achievement in mathematics: a structural model. As it can be noticed from Table 4, female participants reported greater extrinsic, control for learning beliefs, self-efficacy, and test anxiety motivational beliefs. Consequently, need for achievement is theorized to be domain-general and, thus, usually assessed without referring to a certain domain or situation (e.g., Steinmayr and Spinath, 2009). Psychol. It has increased our knowledge about the types of motivational beliefs and learning strategy use by Liberian junior and senior high school students and how these beliefs and strategies have implications for their academic performance. ABSTRACT This study examines the effect of mobile learning applications on undergraduate students' academic achievement, attitudes toward mobile learning and animation development levels. 313359, 2001. Therefore, future study must consider such combination of both students self-reports and their academic achievements. The trend of motivation was taken by strategy use, but with a slight difference as two strategy use components (effort regulation and peer learning) were statistically significant in juxtaposition with gender in favor of female participants. J. Educ. It is thus reasonable to conclude that the high relative importance of students subjective beliefs about their abilities is not only due to the overlap of this believes with prior achievement. A sample item to assess work avoidance is: In school/math/German, it is important to me to do as little work as possible. Internal consistency of the learning goals scale was high in all domains (0.83 0.88). This finding shows once again that it is a promising approach to implement validated interventions aiming at enhancing students domain-specific ability-beliefs in school (see also Muenks et al., 2017; Steinmayr et al., 2018). Additionally, it portrayed significant differences for selling/hustling for daily bread, poor learning environments, none academic related punishments, and distance to and from school in favor of females, indicating that the problems have more adverse effects on their learning as compared to males. Besides, 12 widely presumed issues were punctiliously identified which could possibly hamper students learning. (1)Based on the significant role of motivation recognized in this study, teachers need to focus keen attention on motivating their students to promote their self-efficacies, always urging students to believe in their abilities to do well, and they (teachers) must also believe in their students. In Model 2, we entered intelligence into the analyses in addition to the achievement motivation variables. Search terms included academic, school, university, stress, mental health, depression, anxiety, youth, young people, resilience, stress management, stress education, substance use, sleep, drop-out, physical health with a combination of any and/or all of the preceding terms. Student Academic Performance: The Role of Motivation - Hindawi In education, motivation can have a variety of effects on students' behavior, preferences, and results. This is supportive of exposition that the presence of motivation prompts the use of different types of strategies by learners [27]. Although the finding seems puzzling, it obviously conforms to entrenched high rate of poverty among the Liberian populace. Harassment in schools, which is said to be an issue, was among hindrances highly identified by females. According to McClellands definition, need for achievement is measured by describing affective experiences or associations such as fear or joy in achievement situations. N. Mousoulides and G. Philippou, Students' motivational beliefs, self-regulation and mathematics achievement, The Psychology of Mathematics Education, vol. Only 11th graders participated at one school, whereas 11th and 12th graders participated at the other. Psychol. (2006). Accordingly, students must be motivated to muster courage to solicit assistance whenever necessary. Turning to German grades: In Model 3, students prior grade in German was the strongest predictor (64%), followed by German self-concept (10%). The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: a test of four theoretical conceptions. The literature on motivation constructs from these categories is extensive (see Wigfield and Cambria, 2010). PDF An Investigation on Students Academic Performance for Junior - ed This procedure represents a particular strength of our study and sets it apart from previous studies in the field (e.g., Steinmayr and Spinath, 2009). J. Educ. The relative weights of students goal orientations were not significant in Model 3. Finally, this research projected several factors deeply hampering students chances to do well in their academics. However, there were slight mean differences for both genders in other beliefs and strategies. Participants of the study were students of the Buca Faculty of Education at Dokuz Eylul University in Turkey. Such equitability does augur well towards curbing gender disparity, especially at senior high school level in Liberia. Based on the significant role of motivation recognized in this study, teachers need to focus keen attention on motivating their students to promote their self-efficacies, always urging students to believe in their abilities to do well, and they (teachers) must also believe in their students. Psychol. Intrinsic and extrinsic motivations: classic definitions and new directions. Students indicated on a 5-point scale ranging from 1 (totally disagree) to 5 (totally agree) how good they thought they were at different activities in school in general, math, and German (I am good at school in general/math/German, It is easy to for me to learn in school in general/math/German, In school in general/math/German, I know a lot, and Most assignments in school/math/German are easy for me). On the other hand, students who report higher level of test anxiety were less likely to be self-regulating [8]. (4)Liberian government through the Ministry of Education and partners must intensify efforts to alleviate various problems confronting students including worries about life challenges (poverty), access, poor learning facilities, and harassment in schools. doi: 10.1037/a0018947, Johnson, J. W. (2004). We acknowledge financial support by Deutsche Forschungsgemeinschaft and Technische Universitt Dortmund/TU Dortmund University within the funding programme Open Access Publishing. [Goal orientations: the relevance of specific goal orientations as well as specific school subjects]. Achievement motivation has an impact on students' success and excellence in the process of academic study ( Nofrizal et al., 2020 ), which, in turn, influences their employment prospects upon graduation ( Kamaliah et al., 2018 ). Four research questions and 4 null hypotheses were formulated to guide the study. All students agreed to participate. 43, 140148. The aim of the present study was to investigate whether the seminal findings by Steinmayr and Spinath (2009) will hold when motivational beliefs, task values, goals, and achievement motives are all assessed at the same level of specificity as the achievement criteria. Parents must desist from using children as breadwinners; National Government is recommended to compel compliance. Conceptually, achievement motives and ability self-concepts are closely related. Contrary to presumptions, peer pressure (going out with friends) and video clubs/games have less significant effect on students learning. in Motivation and Action eds J. Heckhausen and H. Heckhausen. Students self-reported their ability self-concepts, task values, goal orientations, and achievement motives in math, German, and school in general. Poor learning facilities and social media will be the most reported challenges hindering students learning, while worrying about life challenges and distance to and from school are the least factors hampering students learning. Rev. When all variables were assessed at the same level of specificity, the achievement motives hope for success and fear of failure were the second and third best motivational predictors of academic achievement and more important than in the study by Steinmayr and Spinath (2009). Relationship between Motivation and Academic Performance in - Hindawi Hattie, J. doi: 10.1037/0033-295X.91.3.328, Pajares, F. (2003). Some learning strategy uses include rehearsal, organization, critical thinking, time and study environment management, effort regulation, peer learning, and help seeking [23]. What factors do Liberian students think are hindering their learning? Achievement motivation energizes and directs behavior toward achievement and therefore is known to be an important determinant of academic success (e.g., Robbins et al., 2004; Hattie, 2009; Plante et al., 2013; Wigfield et al., 2016). Methods. Articles Reward as Motivational Approach and its Impact on Academic Performance of Grade 12 HUMSS Strand students at Bestlink College of the Philippines Authors Jemjem Ramirez Mary Grace Rodrigora Allysa Joyce Fulgueras Rogelio Pabalan Andrea Almanshor Midel Mirasol Keywords: reward, academic performance, HUMSS Abstract For strategy use, the descriptive statistics on the mean differences showed slight variations in various strategy use. The rescaled relative weight of a predictor can easily be transformed into the percentage of variance that is uniquely explained by this predictor when dividing the relative weight of the specific predictor by the total variance explained by all predictors in the regression model (R2). Several studies have shown that motivational interventions can reduce procrastination levels (Liu et al., 2020). Getting to and from school remains a paramount challenge. doi: 10.1007/s11031-012-9282-9, Renninger, K. A., and Hidi, S. (2011). Does there exist relationship between students motivations and strategy use? They were drawn from eight public schools, comprising 182 (56.3%), and 7 private schools with 141 (41.3%) participants from Montserrado and Margibi counties. The results showed the motivational belief component of extrinsic goal orientation as the most preferred belief and test anxiety was the least possessed belief. The importance of students achievement motives for math and German grades might have been underestimated because the specificity levels of predictor and criterion variables did not match (e.g., Ajzen and Fishbein, 1977; Baranik et al., 2010). This research project was funded by the Foundation for Research, Education and Empowerment (FREE), Liberia, in support of quality education in Liberia. Table 3. Internal consistency of the values scale was high in all domains (0.90 0.93; see Table 1). 3.2.1 Study Design. Students answered the items on a 5-point scale ranging from 1 (totally disagree) to 5 (totally agree). It involves particular demands such as eating and relaxing or be linked to less obvious motives such as altruism, selfishness, and morality or avoiding mortality. Moreover, we investigated the relations in three different domains: school in general, math, and German. The general expectancy-value model of motivation characterizes motivation into three components: value components that include goal orientation and task value; expectancy components that include self-efficacy and control beliefs; and the effective construct of test anxiety [18], all of which are considered in this study. The significance of the main preferred strategy use (rehearsal) cut across all the components investigated in this study. Distance learning continues to grow in popularity as more and more students enroll in distance education courses. The Motivated Strategies for Learning Questionnaire (MSLQ) [23], which seems to represent a useful, reliable, and valid means for assessing students motivation and the use of learning strategies [24], was adapted and used to establish the motivational component (22 items) and strategy use component (30 items), each using a 7-point scale anchored by not at all true of me (1) and very true of me (7). They must also ensure that students learn to ask for assistance whenever necessary. doi: 10.1007/s10869-010-9204-3, Walton, G. M., and Spencer, S. J. Relative weights and percentages of explained criterion variance (%) for all motivational constructs (Model 1) plus intelligence (Model 2) plus prior school achievement (Model 3). This further justifies the need for government and partners to continue their support to the sector. Schwinger, M., Steinmayr, R., and Spinath, B. High Ability Studies. According to the social cognitive perspective, students motivation is relatively situation or context specific (see Pintrich et al., 1993). It involves internal and external factors that stimulate desire and energy in people to be continually interested and committed to job, role, or subject, or to make an effort to attain a goal. In an apparent response, the Liberian Ministry of Education has set out a number of priorities in this direction; the most paramount among them relates to dealing with underperformance of students by endeavouring to enhance students learning outcomes [4]. From Table 3, the most reported motivational belief positively correlated significantly with organization, effort regulation, and help seeking strategies but correlated negatively with peer learning strategies of Liberian junior and senior high school students. "Learning math enables me to think clearly.". 2, pp. Table 5. 801813, 1993. 82, 646656. Figure 1 presents the reported hindrances to learning by Liberian junior and senior high school students. However, to judge the relative importance of motivation constructs for academic achievement, studies need (1) to investigate diverse motivational constructs in one sample and (2) to consider students cognitive abilities and their prior achievement, too, because the latter are among the best single predictors of academic success (e.g., Kuncel et al., 2004; Hailikari et al., 2007). doi: 10.1037/a0026042, Dweck, C. S., and Leggett, E. L. (1988). As an affirmation, Liberian education sector stakeholders at 2015 Joint Education Sector Review (JESR) in Grand Bassa County (one of Liberias 15 counties) acknowledged the predicament and carved a joint resolution, declaring Liberias education as a state of national emergency. Table 5 shows descriptive and independent samples -test statistical results of participants in line with gender. Educ. 30, 135. (1993). Whereas basic achievement motives are equally important at abstract and specific achievement levels, task values and learning goals release their full explanatory power with increasing context-specificity as they affect students concrete actions in a given school subject. Psychol. On this basis, one-way repeated-measures ANOVA was introduced, which confirmed that the strategy components differ significantly as [, ]. Testing took place during regular classes in schools in 2013. Ability self-concepts showed even higher relative weights than the corresponding intelligence scores. Accordingly, Pintrich [7] acknowledged that research on student motivation is central to research in learning and teaching settings. Thus, we consider the achievement motives hope for success and fear of failure besides students ability self-concepts, their task values, and goal orientations in this article. Learn. doi: 10.1016/j.paid.2010.11.016, Spinath, B., Spinath, F. M., Harlaar, N., and Plomin, R. (2006). PDF Factors that Influences Students Academic Performance: A Case of - ed Basically, it uses a variable transformation approach to create a new set of predictors that are orthogonal to one another (i.e., uncorrelated). On the other hand, learning strategies have to do with steps taken by students to enhance their learning competencies. 297304, 2005. Psychol. Nevertheless, we restricted the range of motivation constructs to ability self-concepts, task values, goal orientations, and achievement motives. How much does student motivation affect student outcomes? Positive emotions nurture academic achievement when they are Rev. Findings thus broaden our knowledge on the role of students motivation for academic achievement.
Southern Teachers Texas,
Cheap Golf Courses In Williamsburg, Va,
How To Lace Shoes So They Slip On Step-by-step,
Articles E
