scholarly journals Peace of Mind, Academic Motivation, and Academic Achievement in Filipino High School Students

2017 ◽  
Vol 20 ◽  
Author(s):  
Jesus Alfonso D. Datu
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Academic Motivation ◽  
Autonomous Motivation ◽  
Affective States ◽  
School Students ◽  
Peace Of Mind ◽  
Controlled Motivation

AbstractRecent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to amotivation β = –.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.

The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students

2015 ◽  
Vol 33 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Arash Rahafar ◽  
Mahdis Maghsudloo ◽  
Sajedeh Farhangnia ◽  
Christian Vollmer ◽  
Christoph Randler
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Test Anxiety ◽  
School Students

scholarly journals SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT

2017 ◽  
Vol 54 (7) ◽  
pp. 673-688 ◽  
Author(s):  
Charity Brown Griffin ◽  
Shauna M. Cooper ◽  
Isha W. Metzger ◽  
Alexandrea R. Golden ◽  
C. Nicole White
Keyword(s):  
High School ◽  
Academic Achievement ◽  
African American ◽  
High School Students ◽  
School Engagement ◽  
Racial Climate ◽  
School Students ◽  
Mediating Role

Neural Basis for the Relationship Between Academic Motivation and Academic Achievement

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Academic Motivation ◽  
Neural Basis ◽  
School Students ◽  
Grade Point ◽  
Academic Motivation Scale ◽  
Level Of Significance ◽  
The Relationship

The present study is an attempt to provide evidence to the neural basis of the relationship between academic motivation and academic achievement constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic motivation and academic achievement in the chosen subjects.

scholarly journals Role of the Prefrontal Cortex in the Combined Relationship Between Academic Motivation and Academic Achievement with Emotional Intelligence in Secondary School Students

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty ◽  
Rafiya Sultana
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Prefrontal Cortex ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
School Students ◽  
Grade Point

The present study is an attempt to examine the role of prefrontal cortex in the relationship between academic motivation and academic achievement in combination, with emotional intelligence in secondary school students. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the <italic>Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF)</italic>, prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient and Multiple Regression are used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation and F-test for the level of significance α at 0.01. The findings of the study reveal that the linear combination of variables academic motivation and academic achievement positively and moderately predict the variable emotional intelligence in secondary school students.

scholarly journals An Investigation of the Mediator Role of School Burnout Between Academic Stress and Academic Motivation

2019 ◽  
Vol 8 (4) ◽  
pp. 46
Author(s):  
Fatih Veyis ◽  
İsmail Seçer ◽  
Sümeyye Ulaş
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
Academic Motivation ◽  
Academic Stress ◽  
Equation Model ◽  
School Students ◽  
Mediator Role ◽  
School Burnout

The purpose of this study is to investigate the mediator role of school burnout between academic stress and academic motivation in high school students. In the recent years, academic stress and school burnout have been considered among the problems that affect students in many ways. The study group consists of 690 high school students studying at various high school types. Academic stress, school burnout and academic motivation scales were used to collect data. Correlation analysis and structural equation model were used for data analysis. The findings of the study showed that academic stress and school burnout significantly predicted academic motivation and that school burnout had a full mediating role between academic stress and academic motivation. As a result, it is considered that school burnout is an important risk factor for students who have experienced academic stress and it is necessary to include the mediator role of school burnout in the studies aimed at reducing academic stress and improving motivation. The findings obtained from the research were discussed in line with the literature. 

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