Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement

2019 ◽  
Vol 48 ◽  
pp. 215-225 ◽  
Author(s):  
Frederic Guay ◽  
Robert Stupnisky ◽  
Michel Boivin ◽  
Christa Japel ◽  
Ginette Dionne
Keyword(s):  
Reading Achievement ◽  
Intrinsic Motivation ◽  
Self Concept

scholarly journals The Mechanism Underlying the Association of School Climate and Reading Achievement: The Mediating Role of Intrinsic Motivation and Reading Self-Concept in the Greek Context

2020 ◽  
Vol 7 ◽  
pp. 59-73
Author(s):  
Ioannis Katsantonis
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Reading Achievement ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Student Assessment ◽  
Self Concept ◽  
Equation Modeling ◽  
International Student Assessment ◽  
Underlying Mechanisms

The association between school climate and students’ achievement is currently well-documented in international literature. However, the relevant studies, that contemplate the underlying mechanisms of this association, are sparse. Therefore, the present study’s purpose is to confirm the mediating effects of intrinsic motivation and reading self-concept in the association of school climate and reading achievement. Further, due to the amassing evidence of gender-related individual differences in academic achievement, this study also examines whether the underlying mechanisms toward academic achievement are varying as a function of gender. The data of N=6,403 Greek adolescent students were extracted from the Program of International Student Assessment (PISA) for further analyses. Structural equation modeling (SEM) was conducted to examine both mediating and moderating effects. The results indicate that there is a positive indirect effect of school climate on reading achievement via intrinsic motivation and self-concept. Additionally, structural equivalence via multigroup SEM (MGSEM) showed that gender does not moderate the structural regressive relations; that is, the regression coefficients did not vary as a function of gender. These findings are discussed within the framework of improving educational practices.

A Comparative Study on Undergraduate Students' Academic Motivation and Academic Self-Concept

2010 ◽  
Vol 13 (2) ◽  
pp. 572-585 ◽  
Author(s):  
Mine Isiksal
Keyword(s):  
Intrinsic Motivation ◽  
Undergraduate Students ◽  
Grade Level ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
University Education ◽  
Self Concept ◽  
Measuring Instruments ◽  
Grade Levels ◽  
American Students

The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.

THE DEVELOPMENT OF PROFESSIONAL COMPETENCE OF THE FUTURE MOTIVATIONAL SPECIALISTS WITH HIGHER ECONOMIC EDUCATION

2015 ◽  
Vol 2 (2) ◽  
pp. 0-0
Author(s):  
Svitlana Yakubovska
Keyword(s):  
Higher Education ◽  
Intrinsic Motivation ◽  
Professional Competence ◽  
Economic Education ◽  
Self Concept ◽  
Internal Motivation ◽  
The Future ◽  
Professional Self ◽  
Positive Motivation

In the article the conditions of development of a professional motivational competence of future specialist with higher education in economics , analyzed the concept of " intrinsic motivation ", " positive motivation ", " professional resistance teacher " , presented results of a study of internal motivation of students and its influence on the formation of a positive professional " self-concept " modern student

Special Education Placement and the Self-Concepts of Elementary-School age Children

1980 ◽  
Vol 3 (3) ◽  
pp. 30-35 ◽  
Author(s):  
Beth E. Yauman
Keyword(s):  
Special Education ◽  
Reading Achievement ◽  
Pairwise Comparison ◽  
The Self ◽  
Self Concept ◽  
School Age Children ◽  
Control Group ◽  
Special Education Placement ◽  
Significant Difference ◽  
Education Participation

This study investigated the relationship between degree or extent of special education participation and measured self-concept. Subjects were 45 third-grade male students of average or above intelligence who were divided into three groups: 1) students in self-contained LD classes, 2) students provided individual tutoring, and 3) a control group of students from regular classes. Since achievement has consistently been found to correlate with scores on self-concept measures, a reading achievement score was obtained for each subject in order to examine the differences in self-concept while statistically controlling for achievement. The results indicated a significant difference among the three groups on both reading achievement and self-concept measures. With the effect of reading achievement covaried out, no significant difference remained among the three groups on measured self-concept. Rank ordering and statistical pairwise comparison of self-concept scores indicated poorer self-concepts for the tutored group despite higher achievement levels than the self-contained group.

scholarly journals Reading Achievement and Attitude Productivity among 17-Year Olds

1983 ◽  
Vol 15 (3) ◽  
pp. 41-53 ◽  
Author(s):  
Herbert J. Walberg ◽  
Shiow-ling Tsai
Keyword(s):  
Socioeconomic Status ◽  
Public School ◽  
Reading Achievement ◽  
Home Environment ◽  
School Attendance ◽  
Self Concept ◽  
Educational Progress ◽  
National Assessment ◽  
Spare Time ◽  
Time Reading

To probe the association of reading achievement and attitude with productive factors in learning, the scores of 2,300 17-year-old students from a National Assessment of Educational Progress sample were regressed on 18 indices of seven factors. The achievement correlations with the factors are close to the averages revealed by recent quantitative syntheses of bivariate studies. A considerable amount of the reliable or adjusted variance in achievement, 51%, is accounted for by motivation, frequency of spare time reading, radio listening, socioeconomic status, home environment, the use of English at home, race, and public-school attendance. Enjoyment of reading and self-concept as a reader are similarly accountable, but attitudes about the importance of reading and freedom to read are less predictable.

Correlations among Perceptual-Motor Ability, Self-Concept and Reading Achievement in Early Elementary Grades

1979 ◽  
Vol 48 (2) ◽  
pp. 447-450 ◽  
Author(s):  
William S. Husak ◽  
Richard A. Magill
Keyword(s):  
Reading Achievement ◽  
Multiple Regression ◽  
Science Research ◽  
Self Concept ◽  
Elementary Grades ◽  
Motor Ability ◽  
Early Elementary ◽  
Motor Abilities ◽  
Grade Levels ◽  
Assessment Survey

This study investigated the correlations among measures of perceptual-motor abilities, self-concept, and reading achievement and determined whether perceptual-motor ability and self-concept can predict reading achievement in the early elementary grades. A total of 105 boys and 108 girls from the first, second and third grades were tested on the stabilometer, a modified Minnesota Manual Dexterity Test, a tapping test, the Primary Self-concept Inventoty, and the Science Research Associates Assessment Survey. Intercorrelations across grade levels tended to be low and nonsignificant. The multiple regression procedures yielded no strong predictions of reading achievement. These findings tended to confirm the specificity of perceptual-motor ability, self-concept, and reading achievement.

Relationships between intrinsic motivation, physical self-concept and satisfaction with life: A longitudinal study

2012 ◽  
Vol 30 (4) ◽  
pp. 337-347 ◽  
Author(s):  
José Martín-Albo ◽  
Juan L. Núñez ◽  
Evelia Domínguez ◽  
Jaime León ◽  
José M. Tomás
Keyword(s):  
Longitudinal Study ◽  
Intrinsic Motivation ◽  
Satisfaction With Life ◽  
Self Concept

scholarly journals Children's Physical Self-Concept, Motivation, and Physical Performance: Does Physical Self-Concept or Motivation Play a Mediating Role?

2021 ◽  
Vol 12 ◽  
Author(s):  
Annette Lohbeck ◽  
Philipp von Keitz ◽  
Andreas Hohmann ◽  
Monika Daseking
Keyword(s):  
Intrinsic Motivation ◽  
Physical Performance ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Self Concept ◽  
Equation Modeling ◽  
Mediation Model ◽  
Regular School ◽  
Mediating Role ◽  
Study Results

The present study aimed to examine the relations between physical self-concept, intrinsic and extrinsic motivation as well as physical performance of 1,082 children aged 7–8 years. The central objective of this study was to contrast a mediation model assuming physical self-concept as a mediator of the relations between both types of motivation and physical performance to a mediation model assuming both types of motivation as mediators of the relations between physical self-concept and physical performance. Physical self-concept and both types of motivation were measured by using self-reported questionnaires, while physical performance was measured with 10 motor skill tests. All tests were carried out during regular school hours (8–12 A.M.) by qualified test personnel. Beyond correlation analyses, structural equation modeling (SEM) was performed to find evidence for the predictive relations between the variables under study. Results showed that physical self-concept was significantly positively related to both types of motivation and physical performance (all p < 0.001). In contrast, results of SEM revealed that only physical self-concept (p < 0.001) and intrinsic motivation (p < 0.05) were significantly positively linked to physical performance. Furthermore, physical self-concept proved to significantly mediate the relations of both types of motivation to physical performance (p < 0.001), while only intrinsic motivation, but not extrinsic motivation, proved to significantly mediate the relation between physical self-concept and physical performance (p < 0.05). These results suggest that school-based or extracurricular interventions targeted at improving younger children's physical performance only by means of an increased level of physical activity or by external factors without supporting children's physical self-concept and intrinsic motivation may have less or no effects on their physical performance.

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