Relationship of Marianismo, Ganas, and Academic Motivation to Latina Adolescent Achievement

2013 ◽  
Author(s):  
Kimberly M. Rodriguez ◽  
Linda G. Castillo ◽  
Liliana Gandara
Keyword(s):  
Academic Motivation ◽  
Adolescent Achievement ◽  
Relationship Of

The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Kellah M. Edens
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Academic Motivation ◽  
College Health ◽  
Sleep Habits ◽  
Lack Of Sleep ◽  
Relationship Of ◽  
The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Association’s National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

Regulatory and motivational predictors of procrastination

2020 ◽  
Author(s):  
N. A. Rudnova ◽  
◽  
D. S. Kornienko
Keyword(s):  
Academic Motivation ◽  
Significant Contribution ◽  
Self Regulation ◽  
Negative Relationship ◽  
Psychological Characteristics ◽  
Negative Effects ◽  
Educational Motivation ◽  
Relationship Of ◽  
Functional Components ◽  
Reporting Method

This is a study of regulatory and motivational predictors of student procrastination. Students procrastinate more than young specialists. With age, procrastination decreases due to self-regulation, but procrastination has negative effects, so it is important to determine its predictors. Probably they will become motivation and self-regulation. For the diagnosis of the studied psychological characteristics were used self-reporting method. The study involved 198 students aged 17 to 24 years (M = 19.47; SD = 1.55), students in 1–4 courses, of which 65 % were girls. The results obtained indicate a negative relationship of procrastination with selfregulation and internal academic motivation, a positive one — with motivation. The features of changes in the severity of procrastination, self-regulation and educational motivation from junior to senior are revealed. It has been established that the most significant contribution to the level of procrastination is made by such functional components of self-regulation as programming and modeling.

scholarly journals Reasons for Reduced Learning Motivation in Students with Attention Deficit Hyperactivity Disorder

2019 ◽  
Vol 8 (2) ◽  
pp. 56-66 ◽  
Author(s):  
V.V. Katunova
Keyword(s):  
Academic Motivation ◽  
Learning Motivation ◽  
Hyperactivity Disorder ◽  
Psychological Theories ◽  
Scientific Papers ◽  
Students With Adhd ◽  
The Individual ◽  
Relationship Of ◽  
The Relationship ◽  
The Brain

The article discusses the study of the relationship of ADHD in children and adults with their learning motivation at the neurological and behavioral levels. On the basis of the results of research presented in modern foreign literature, two categories of reasons for the decline in learning motivation among students with ADHD are identified: external and internal. The purpose of this article is to emphasize that the system of motivation in patients with ADHD has deeper impairments than is commonly believed due to neurological disorders of the brain, as well as complex social problems, and present these results as an explanation of motivational and educational problems faced by students with ADHD. The article also presents possible directions for coordinating the reasons for the decline in academic motivation in ADHD and psychological theories of its formation (SDT, AGT and SCT). The possibilities of applying these theories for psychological and pedagogical solutions to the problems of motivation among students with ADHD are shown. The results of the analysis of the reviewed scientific papers indicate the need for a comprehensive account of the factors that reduce motivation in developing a system of recommendations for students with ADHD – for organizing their learning environment and planning the individual trajectory of their development.

scholarly journals Relationship of Perfectionism and Anxiety Sensitivity with Academic Motivation in University Students

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Fateme Shekarian Yazd ◽  
Nafiseh Abbasi Gharib ◽  
Amir Bavafa ◽  
Nasrin Jaberghaderi
Keyword(s):  
University Students ◽  
Anxiety Sensitivity ◽  
Academic Motivation ◽  
Relationship Of

scholarly journals Study of the Relationship of Social and Cultural Capitals with Academic Motivation of High School Students

2020 ◽  
Vol 3 (1) ◽  
pp. 167-175
Author(s):  
Hassan Momeni ◽  
Zeinab Motaghi ◽  
Abdolhossein Kalantari ◽  
◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Motivation ◽  
School Students ◽  
Relationship Of ◽  
The Relationship

scholarly journals Reasons for reduced learning motivation in students with attention deficit hyperactivity disorder

2019 ◽  
Vol 8 (3) ◽  
pp. 7-15
Author(s):  
V.V. Katunova
Keyword(s):  
Academic Motivation ◽  
Learning Motivation ◽  
Hyperactivity Disorder ◽  
Psychological Theories ◽  
Scientific Papers ◽  
Students With Adhd ◽  
The Individual ◽  
Relationship Of ◽  
The Relationship ◽  
The Brain

The article discusses the study of the relationship of ADHD in children and adults with their learning motivation at the neurological and behavioral levels. On the basis of the results of research presented in modern foreign literature, two categories of reasons for the decline in learning motivation among students with ADHD are identified: external and internal. The purpose of this article is to emphasize that the system of motivation in patients with ADHD has deeper impairments than is commonly believed due to neurological disorders of the brain, as well as complex social problems, and present these results as an explanation of motivational and educational problems faced by students with ADHD. The article also presents possible directions for coordinating the reasons for the decline in academic motivation in ADHD and psychological theories of its formation (SDT, AGT and SCT). The possibilities of applying these theories for psychological and pedagogical solutions to the problems of motivation among students with ADHD are shown. The results of the analysis of the reviewed scientific papers indicate the need for a comprehensive account of the factors that reduce motivation in developing a system of recommendations for students with ADHD – for organizing their learning environment and planning the individual trajectory of their development.

scholarly journals The Relationship of Basic Psychological Needs, Academic Motivation and Alienation from Study of Students in Higher Education

2020 ◽  
Vol 25 (2) ◽  
pp. 19-32
Author(s):  
V.N. Pulyaeva ◽  
A.N. Nevryuev
Keyword(s):  
Academic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Educational Process ◽  
Educational Organizations ◽  
Level Of Satisfaction ◽  
Educational Motivation ◽  
Main Components ◽  
The University ◽  
Relationship Of

Academic motivation is one of the most important aspects related to the learning process at the university, as it largely determines the future prospects of self-development and self-realization of young specialists. This issue is also important for educational organizations, because, knowing the specifics of the educational motivation of their students, they will be able to adjust the educational process. The article examines three main components that are associated with the success of studding: basic psychological needs, academic motivation and alienation from study. In the study (N = 1326) there are also differences associated with these components among students who study at the university’s bachelor and master programs. At the first stage of data processing, a comparison was made of these components among undergraduate and graduate students. As a result, it was found that the level of satisfaction of basic psychological needs and the type of academic motivation is associated with a different level of alienation from study. Based on the data obtained, a cluster analysis was carried out, which allowed us to distinguish three main groups of students studying at the university. It was found that these groups differ in the level of expression of basic psychological needs, the type of academic motivation and the degree of feeling of alienation from study.

Sign in / Sign up

Export Citation Format

Share Document