The Actiotope Model of Giftedness: Its Relationship With Motivation, and the Prediction of Academic Achievement Among Turkish Students

2015 ◽  
Vol 32 (1) ◽  
pp. 41-55 ◽  
Author(s):  
Marilena Z. Leana-Taşcılar
Keyword(s):  
Academic Achievement ◽  
Regression Analysis ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Extrinsic Motivation ◽  
Stepwise Regression ◽  
Economic Capital ◽  
Motivational Orientation ◽  
The Relationship ◽  
Predictors Of Academic Achievement

The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the creation of motivation. The aim of this study was to explore the relationship between resources and motivation components, and to determine which were predictors of academic achievement among Turkish students (440 students, 206 from the 4th grade and 234 from the 7th grade). The Questionnaire of Educational and Learning Capital (QELC) was used to assess the resources described in the AMG, and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom (IVEMOCS) was used to assess the motivation components. Findings showed significant correlations between all resources and two motivation components: intrinsic and dependence on the teacher. Using stepwise regression analysis, in 4th-graders, infrastructural capital and extrinsic motivation were found to predict academic achievement; and in 7th-graders, intrinsic motivation, economic capital, extrinsic motivation and didactic capital were found to predict academic achievement.

Relationship Between Personality Traits and Academic Achievement Among College Students

2015 ◽  
Vol 5 (2) ◽  
pp. 123-133
Author(s):  
Štefan Vendel
Keyword(s):  
Academic Achievement ◽  
Regression Analysis ◽  
Personality Traits ◽  
Grade Point Average ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Grade Point ◽  
Negative Effect ◽  
The Relationship ◽  
Positive Effect

The study aims to investigate the relationship between personality traits and academic achievement of university students. The sample consisted of 100 students, aged from 22 to 25 years. The shortened version of NEO-FFI was used to measure personality traits. Academic achievement was measured by the grade point average gained during the first three years of university study. The data were evaluated by the Multiple linear regression analysis. The research has shown the negative effect of extraversion, and a positive effect of conscientiousness on academic achievement. As expected, the relationship between academic achievement and neuroticism, agreeableness and openess to experience was not confirmed.

scholarly journals Predictors of academic achievement in higher education

2018 ◽  
Vol 1 (1-2) ◽  
pp. 168-188
Author(s):  
Cristina Tulbure
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Self Esteem ◽  
Self Control ◽  
Intellectual Ability ◽  
Personality Variables ◽  
The Relationship ◽  
Predictors Of Academic Achievement

In this study we investigated the relationship between academic achievement and the students' characteristics such as personality traits, learning motivation or intellectual ability. Our intention was to highlight possible predictors of academic achievement on the level of higher education. A sample­group of 284 pre-service teachers voluntarily participated in the study. The results showed a significant correlation between academic achievement and some personality variables such as conscientiousness, emotional stability, self­esteem and self-control. Moreover, intellectual ability and intrinsic motivation positively correlated with academic achievement, as shown in previous studies. Regression analysis further revealed that the most important predictors of academic achievement were intrinsic motivation, intelligence, self-control and self-esteem. Overall, it seems that identifying the predictors of academic achievement and wisely integrating them in the classroom setting could significantly improve the quality of instruction in higher education.

scholarly journals Predictors of academic achievement in higher education

2012 ◽  
Vol 1 (1-2) ◽  
pp. 168-188
Author(s):  
Cristina Tulbure
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Self Esteem ◽  
Self Control ◽  
Intellectual Ability ◽  
Personality Variables ◽  
The Relationship ◽  
Predictors Of Academic Achievement

In this study we investigated the relationship between academic achievement and the students' characteristics such as personality traits, learning motivation or intellectual ability. Our intention was to highlight possible predictors of academic achievement on the level of higher education. A sample­group of 284 pre-service teachers voluntarily participated in the study. The results showed a significant correlation between academic achievement and some personality variables such as conscientiousness, emotional stability, self­esteem and self-control. Moreover, intellectual ability and intrinsic motivation positively correlated with academic achievement, as shown in previous studies. Regression analysis further revealed that the most important predictors of academic achievement were intrinsic motivation, intelligence, self-control and self-esteem. Overall, it seems that identifying the predictors of academic achievement and wisely integrating them in the classroom setting could significantly improve the quality of instruction in higher education.

Locus of Control and Child-Rearing Practices in Intrinsically Motivated and Extrinsically Motivated Children

1985 ◽  
Vol 57 (3) ◽  
pp. 887-894 ◽  
Author(s):  
David Tzuriel ◽  
H. Carl Haywood
Keyword(s):  
Regression Analysis ◽  
Locus Of Control ◽  
Intrinsic Motivation ◽  
Stepwise Regression ◽  
Motivational Orientation ◽  
Child Rearing ◽  
Criterion Variable ◽  
Intellectual Achievement ◽  
Responsibility Scale ◽  
Age And Sex

A sample of 177 students from Grades 5 and 10 were given the Choice Motivator Scale, a measure of individual differences in motivational orientation, the Intellectual Achievement Responsibility Scale, and the Parent-Child Relation Questionnaire. A stepwise regression analysis with the latter two scales, age, and sex as predictors was employed with motivational orientation as a criterion variable. Four variables significantly predicted intrinsic motivation: Love-Reject (father), Attention (father), Locus of Control (successes), and Age. Intrinsically motivated children tended to perceive their fathers as more loving and less rejecting, giving less attention (protecting), and were more internally controlled and older than externally motivated children. Effects of parental child-rearing practices have been related to the effects of extrinsic rewards on intrinsic motivation. A social-personality explanation is offered to explain the prediction of motivational orientation by locus of control and age.

scholarly journals Knowledge Growth, Academic Beliefs and Motivation of Students in Business and Economics - A longitudinal German Case Study

2018 ◽  
Vol 8 (2) ◽  
pp. 9 ◽  
Author(s):  
Martin Biewen ◽  
Roland Happ ◽  
Susanne Schmidt ◽  
Olga Zlatkin-Troitschanskaia
Keyword(s):  
Intrinsic Motivation ◽  
Epistemological Beliefs ◽  
Extrinsic Motivation ◽  
Economic Knowledge ◽  
Economic Literacy ◽  
Knowledge Growth ◽  
Academic Beliefs ◽  
Test Of Economic Literacy ◽  
The Relationship

In this study we examine the determinants of and the relationship among economic knowledge, epistemological beliefs, and extrinsic and intrinsic motivation over the course of undergraduate studies in a sample of students of business and economics at a university in Germany. We found economic knowledge increased over the course of studies, extrinsic and intrinsic motivation declined, and students became more skeptical in their epistemological beliefs about the objectivity of economic content being taught in their courses. The students’ level of economic knowledge was related to intrinsic motivation but unrelated to extrinsic motivation and epistemological beliefs. Furthermore, the students’ tendency to become more skeptical over the course of their studies was mitigated by high levels of extrinsic motivation. The use of internationally established assessments such as the Test of Economic Literacy, developed by the Council of Economics Education, enables implications for higher education business and economics programs at the international level to be drawn from our findings. 

scholarly journals Relationships between motivation, cognitive styles and perception of teaching practices for creativity

2016 ◽  
Vol 33 (3) ◽  
pp. 503-513 ◽  
Author(s):  
Eunice Maria Lima Soriano de ALENCAR ◽  
Denise de Souza FLEITH
Keyword(s):  
University Students ◽  
Intrinsic Motivation ◽  
Teaching Practices ◽  
Extrinsic Motivation ◽  
Cognitive Styles ◽  
Private University ◽  
Motivational Orientation ◽  
Pedagogical Practices ◽  
Public And Private ◽  
The Public

Abstract This study investigates differences between Pedagogy and Teachers' Certificate in Mathematics undergraduates, males and females, from public and private institutions with respect to motivational orientations, cognitive styles and perception of pedagogical practices for creativity implemented by their teachers, as well as relationships between these variables. Three hundred and sixty-five students answered scales regarding motivation to learn, cognitive styles, and teaching practices for creativity. Intrinsic motivation predominated in the private university students and extrinsic motivation in the public university students. The data revealed differences between courses, gender and type of university concerning cognitive styles. Private university and pedagogy students had a more positive perception of professors' teaching practices that promote creativity. Positive relationships were observed between the factors of the instrument of pedagogical practices for creativity, intrinsic motivation and nonconformist transformer style, and between the various cognitive styles and intrinsic and extrinsic motivational orientation.

scholarly journals Predicting organizational performance from motivation in Oromia Seed Enterprise Bale branch

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Askalech Feyisa Jobira ◽  
Abdulnasir Abdulmelike Mohammed
Keyword(s):  
Logistic Regression ◽  
Regression Analysis ◽  
Intrinsic Motivation ◽  
Organizational Performance ◽  
Logistic Regression Analysis ◽  
Extrinsic Motivation ◽  
Binary Logistic Regression ◽  
Moderate Level ◽  
Binary Logistic Regression Analysis ◽  
Study Results

AbstractMotivation is one of the most researched yet crucial topics in academia from various perspectives. Despite this, researches show mixed results about the effect of extrinsic motivation on intrinsic motivation and organizational performance. Studies in Ethiopia also lack causal analysis and theoretical underpinning that made contributions from academia very little. Hence, this research is important to assess the effect of extrinsic motivation on intrinsic motivation and organizational performance from a cognitive evaluation theory perspective. The researchers adopted an explanatory research design with a quantitative approach. The entire 119 employees of the Oromia Seed Enterprise, Bale branch were included in the study to collect primary data through a close-ended questionnaire. The collected data was processed by SPSS software version 20. The relationship analysis was addressed by correlation and binary logistic regression analysis. Seen from extrinsic and intrinsic motivation aspects, the findings of the study showed that Oromia Seed Enterprise had a moderate level of organizational performance and a moderate level of employees’ motivation. The correlation analysis result indicated that employees’ extrinsic and intrinsic motivation had a positive relationship with organizational performance. The binary logistic regression analysis also indicated that extrinsic and intrinsic motivation had a positive and significant influence on organizational performance. However, the interaction effect of intrinsic and extrinsic motivation on organizational performance was not significant, implying the absence of influence when both intrinsic and extrinsic motivations happen at the same time. Finally, the study results have a theoretical contribution for compensating the lack of actual experience in the Ethiopian organization’s context. Equally, the understanding of the moderated relationship among the study variables may encourage Oromia Seed Enterprise and its managers to develop a practical motivation system, which entertains the complex interaction of motivation variables to improve organizational performance. In addition, studies of this nature can inform policymakers to strengthen an incentive system as well as other motivation veins in the Ethiopian public organizations.

scholarly journals Relationship In Intrinsic Learning Motivation with Cognitive Learning Competency of Sains Students In Class VII Junior High School 16 Padang

2019 ◽  
Vol 4 (4) ◽  
pp. 26
Author(s):  
Septia Utari ◽  
Rahmadhani Fitri ◽  
Sa'diatul Fuadiyah ◽  
Relsas Yogica
Keyword(s):  
High School ◽  
Intrinsic Motivation ◽  
Junior High School ◽  
Extrinsic Motivation ◽  
Junior High ◽  
Cognitive Learning ◽  
Learning Motivation ◽  
Test Analysis ◽  
Learning Competencies ◽  
The Relationship

Many factors influence cognitive competency in learning, one of which is student motivation. Motivation is an impulse that is contained in a person to try to make behavioral changes that are better in meeting their needs. Learning motivation is basically divided into two, namely intrinsic motivation and extrinsic motivation. Intrinsic motivation is motivation that arises from within the individual himself without any coercion or encouragement from others, but on the basis of his own will. While extrinsic motivation is an encouragement from outside a person. This study aims to determine the relationship between intrinsic learning motivation and IPA cognitive learning competencies of class VII students of SMP 16 Padang. This study is a descriptive study that seeks the relationship between two variables. Data analysis using Pearson Product Moment correlation formula to see how the relationship between intrinsic learning motivation and science learning cognitive competencies. Correlation analysis to see how much the relationship between motivation and learning competence and t-test analysis contributed to see the significance of a relationship. Data collection techniques used in this study were research instruments in the form of questionnaires on students' metacognitive abilities. The biology learning competency value of VII grade science students of SMP 1 Padang is taken from students' daily test scores in the second semester of the 2018/2019 academic year. The results showed that there was no positive and significant relationship between learning motivation and students' IPA cognitive learning outcomes in class VII of 16 Padang Junior High School with a tcount of 0.78, and ttable of 1,697The correlation of learning motivation with learning competencies is in the very low category with a value of r = 0.14.

A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers

2019 ◽  
Vol 26 (1) ◽  
pp. 241-262 ◽  
Author(s):  
Antonio Calderón ◽  
Lourdes Meroño ◽  
Ann MacPhail
Keyword(s):  
Academic Achievement ◽  
Physical Education ◽  
Active Learning ◽  
Intrinsic Motivation ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Teacher Educator ◽  
Learning Climate ◽  
Physical Education Teacher Education ◽  
The Relationship

There is a lack of research on the use of digital technology in physical education teacher education (PETE) and its relationship with the learning and engagement of pre-service teachers. Furthermore, research reports low engagement of pre-service teachers in digital approaches that do not promote active learning and are mostly teacher-centred. This paper aims to: (a) explore the relationship between a student-centred digital technology approach and the pre-service teachers’ intrinsic motivation, learning climate and academic achievement; and (b) test the relationship between learning climate and intrinsic motivation as possible predictors of academic achievement. The student-centred digital technology approach was designed following an adaptation of the five-phase pedagogical guidelines for teaching with emerging technologies. Two intact classes ( n = 110 students) and one teacher educator were involved in the study. Following a mixed-method approach, quantitative data was collected on pre-service teachers’ intrinsic motivation, learning climate and academic achievement. Qualitative data explored pre-service teachers’ tweets and learning blogs. Choice and novelty were two central tenets that conditioned high levels of intrinsic motivation and academic achievement. The study provides support for the use of active learning environments where pre-service teachers are involved in creative content production using digital technology in PETE programmes. Given the growing role of digital technology for learning in educational policies and new physical education curricula, we advocate for the publication of more research-based experiences on the integration of digital technology in PETE programmes. The transferability of such teaching and learning experiences to pre-service teachers’ and physical education teachers’ practice would be especially worthwhile.

Do extrinsic motivation and organisational culture additively strengthen intrinsic motivation in online knowledge sharing?

2019 ◽  
Vol 50 (1) ◽  
pp. 75-93 ◽  
Author(s):  
Tuyet-Mai Nguyen
Keyword(s):  
Intrinsic Motivation ◽  
Knowledge Sharing ◽  
Extrinsic Motivation ◽  
Organisational Culture ◽  
Moderating Effect ◽  
Top Management ◽  
Management Support ◽  
Content Type ◽  
Top Management Support ◽  
The Relationship

Purpose This study aims to examine the relationship between intrinsic motivation and online knowledge sharing intentions (KSIs) and the moderating effect of extrinsic motivation and organisational culture on this relationship. The influence of online KSI on two dimensions of online knowledge sharing behaviour, knowledge donating and knowledge collecting, was also investigated. Design/methodology/approach Based on the extensive literature review, a questionnaire was designed. In total, 290 questionnaires from employees in Vietnamese companies in the banking and insurance industry were collected and tested using structural equation modelling. Statistical analysis was conducted using SPSS and PLS 3 software to examine the research hypotheses. Findings This study found that rewards and reciprocity undermined the influence of self-enjoyment on online KSI, while top management support and social interaction ties undermined the relationship between self-efficacy and online KSI. Top management support positively moderated the effect of self-enjoyment on online KSI. The results also suggested that online KSI was a good predictor of online knowledge donating and collecting. Originality/value Little is empirically known about the moderating effect of extrinsic motivation and organizational culture on intrinsic motivation. The study brings new insights to further understand about online knowledge sharing in an organisation.

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