The Relationship of School Belonging and Friends' Values to Academic Motivation Among Urban Adolescent Students

1993 ◽  
Vol 62 (1) ◽  
pp. 60-71 ◽  
Author(s):  
Carol Goodenow ◽  
Kathleen E. Grady
Keyword(s):  
Academic Motivation ◽  
School Belonging ◽  
Adolescent Students ◽  
Urban Adolescent ◽  
Relationship Of ◽  
The Relationship

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.

scholarly journals Stress as related with Conduct and Achievement in Adolescent Students

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Priyanka Gautam ◽  
Madhurima Pradhan
Keyword(s):  
Academic Achievement ◽  
Mental Stress ◽  
Stress Reactions ◽  
Government Schools ◽  
Male Adolescents ◽  
Adolescent Students ◽  
Environmental Event ◽  
Teachers And Parents ◽  
Relationship Of ◽  
The Relationship

Stress reactions occur when an environmental event taxes one’s ability to cope. The study investigated the relationship of stress with conduct and achievement. A sample of 60 students (14-18 years) from Government schools was incidentally selected. Stress was measured with the help of a scale by (Tubesing and Tubesing, 1983) which assesses symptoms of physical, emotional and mental stress. Conduct was assessed in terms of the judgment of class teacher on a bipolar adjective checklist developed by the researcher about different behaviours of the student like punctuality, perseverance etc. Average marks obtained by a student throughout one academic session was used as a measure of academic achievement. The results revealed higher level of stress, specially emotional stress among male adolescents as compared to females; better conduct and academic achievement by females. Mental stress was found to be negatively correlated with achievement for both but with conduct for females only. Overall stress was found to be significantly negatively correlated with achievement in females; positive correlation between conduct and academic achievement was found. The study implies that out of different forms of stress, mental stress has more deleterious impact on academic achievement of adolescents; although females have been found to be higher in good conduct, mental stress undermines it too. Findings suggest a need for training of teachers and parents to help their wards in developing the skills to manage mental stress.

scholarly journals The Relationship of Parenting Styles to Social Phobia among Early Adolescent Students

2015 ◽  
Vol 9 (1) ◽  
pp. 179
Author(s):  
Esraa J. Hamdan ◽  
Ahmad Y. Al-Jawarneh
Keyword(s):  
Social Phobia ◽  
Parenting Style ◽  
Parenting Styles ◽  
Grade Level ◽  
Authoritative Parenting ◽  
Adolescent Students ◽  
Permissive Parenting ◽  
Authoritative Parenting Style ◽  
Relationship Of ◽  
The Relationship

This study aimed at investigating the relationship of parenting styles with social phobia among a sample of 1028 early adolescent students. To achieve the objective of the study, short forms of the parenting styles scale and a social phobia scale were used.Results showed that the participants' highest scores were on the father's authoritative and mother's authoritative parenting styles. In addition, there were significant interactions between gender and grade level on all parenting styles. The results also showed statistically significant differences in social phobia due to gender, grade level and the interaction between them, for gender was females scored higher than males. With regard to grade level seventh graders scored higher than eighth graders.The results indicated that there were significant relationships between parenting styles and social phobia, with the exception of the relationship between mother's authoritative parenting style and social phobia. Regarding the parenting styles predicting social phobia by gender, it was found that for males and females, the predictive parenting styles were: Mother's permissive parenting style and father's authoritarian parenting style. Regarding the parenting styles predicting social phobia by grade level, it was found that for seventh grade, the predictive styles were: Mother's permissive parenting style, father's permissive parenting style and father's authoritative parenting style, respectively. For eighth grade, the predictive styles were: Father's permissive parenting style, mother's permissive parenting style and father's authoritarian parenting style. 

scholarly journals Emotional Maturity and Academic Achievement among Adolescent Students: A Review of Studies

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Manoj Kumar ◽  
Dr. Rishi Mishra
Keyword(s):  
High School ◽  
Academic Achievement ◽  
School Education ◽  
High School Education ◽  
Complex Situation ◽  
Emotional Maturity ◽  
Adolescent Students ◽  
Professional Success ◽  
Relationship Of ◽  
The Relationship

Emotional maturity refers to our capability to understand and manage our emotions. When we are faced with a complex situation, our level of emotional maturity is one of the biggest factors in determining our ability to cope. Adolescence is a time of transition from childhood to being an independent adult; it is a period of life characterized by change and by moving away from one’s family and towards one’s peers. Education is the process of development from child to Adolescence or adulthood. The School education particularly high School education plays an important role in personal and professional success. But during this stage of life many factors influence, the process of education an especially academic accomplishment that is why the present study has been conducted to investigate the relationship of emotional maturity in the academic achievement among Adolescence students. The findings of the present investigation reveal that there is a positive correlation between emotional maturity and academic achievement among Adolescence students. Thus, emotional maturity plays important role in the academic achievement of students.

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 Dilemmas of Adolescents: Dark Triad and Relational Aggression, Moderated by Economic Status

2018 ◽  
Vol 4 (2) ◽  
pp. 209-218 ◽  
Author(s):  
Saima Riaz ◽  
Zakia Bano ◽  
Raheel Abbas ◽  
Muhammad Rizwan
Keyword(s):  
Relational Aggression ◽  
Economic Status ◽  
Dark Triad ◽  
Short Version ◽  
Adolescent Students ◽  
Educational Institute ◽  
Age Range ◽  
Relationship Of ◽  
The Relationship ◽  
Predictive Relationship

Objective of the present study was to find out the relationship between dark triad and relational aggression among adolescents. A sample of 612 adolescent students with age range 12-19 were selected from different educational institute of Gujrat, Pakistan. Dark triad personality scale short version and the Urdu version of diverse adolescent relational aggression scale were used to measure relational aggression. The findings of the current study revealed significant predictive relation of machiavellianism with relational aggression [R2 =. 220; F (1, 607) = 171.340, p<.01], narcissism with relational aggression [R2 =.189; F (1, 607) = 141.753, p<.01] and psychopathy with relational aggression [R2 =.265; F (1, 607) = 218.635, p<.01]. Conclusion: The present study supported the predictive relationship of dark triad with relational aggression. These findings may have implication in the future intervention and prevention procedure for adolescents.

scholarly journals Relationship between Perceived Parenting Skills and Self Esteem among Adolescents

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Niraja. S ◽  
S. Meherunissa
Keyword(s):  
Best Practices ◽  
Parenting Styles ◽  
Self Esteem ◽  
The Self ◽  
Parenting Skills ◽  
Perceived Parenting ◽  
Adolescent Students ◽  
Significant Difference ◽  
Relationship Of ◽  
The Relationship

This study is to find the relationship of perceived parenting skills (modes), with mothering and fathering impact on the self-esteem of adolescent. This study examines the skill of father, mother, and parental (as whole) influence on the self-esteem of adolescents. The study is based on adolescents’ perception of parenting. The study involves a sample of 255 adolescent students selected randomly from two schools in the urban area. The variables in the study were measured by using Parenting Scale (Bharadwaj, Sharma, and Garg, 1998), The Rosenberg Self-esteem Scale (Morris Rosenberg) and demographic details. Statistical analysis was done using statistical package (SPSS), with t-test, ANOVA and Karl Pearsons Correlation. The results showed that parenting styles had significant effects on adolescents’ self-esteem. It was also found that girls had a higher level of self-esteem than the boys. However no significant difference was found in the self-esteem of adolescents based on birth order and father’s occupation. The implication of the findings is that the type of parental upbringing has significant impacts on the self-esteem of adolescent and therefore, parents and caregivers should ensure the use of best practices in child upbringing.

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.

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