Peer Tutoring in a Physical Education Setting: Influence of Tutor Skill Level on Novice Learners’ Motivation and Performance

2002 ◽  
Vol 22 (1) ◽  
pp. 105-123 ◽  
Author(s):  
Fabienne d’Arripe-Longueville ◽  
Christophe Gernigon ◽  
Marie-Laure Huet ◽  
Marielle Cadopi ◽  
Fayda Winnykamen
Keyword(s):  
High School Students ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Skill Level ◽  
Learning Goals ◽  
Proximal Development ◽  
School Students ◽  
Novice Learners ◽  
Peer Tutor ◽  
And Performance

Based on Vygotsky’s theory of cognitive development and its concept of zone of proximal development, this study examined how the skill level of a peer tutor affects the achievement motivation of novice learners and their performance in a swimming task. Gender differences were also explored. High school students (N = 48) were assigned in a 2 × 3 (Gender × Tutor skill level: novice vs. intermediate vs. skilled) factorial design. Participants were invited to observe a same-sex peer tutor, complete a self-efficacy questionnaire, train with their tutor for 8 minutes, and complete a goal involvement questionnaire. Results demonstrated that skilled tutors yielded the best swimming skills for boys, whereas skilled and intermediate tutors yielded better skills than did novice tutors for girls. The skilled tutor group led to higher self-efficacy for improvement and gave more demonstrations and verbal information than did the novice group. Male tutees adopted higher ego involvement goals and trained more physically, whereas female tutees adopted higher learning goals and received more demonstrations and verbal instructions. Results are discussed in relation to educational studies conducted in a Vygotskian perspective.

scholarly journals Model Motivasi Trisula: Sintesis Baru Teori Motivasi Berprestasi

2014 ◽  
Vol 41 (2) ◽  
pp. 218
Author(s):  
Edy Purwanto
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
Junior High School ◽  
Self Efficacy ◽  
Task Value ◽  
School Students ◽  
Significant Loading

The purpose of this study was to find out a comprehensive model of achievement motivation appropriate for Indonesian students. Specifically, this study examined the contribution of task-value, self-efficacy and goal orientation in influencing students’ achievement motivation. The subjects of this research were 393 high school students, 219 of them are female and 174 are male. 46% of them were senior high school and 54% junior, high school students. 45% were from public schools and 55% from religion-based private schools. The task-value, self-efficacy, goal orientation and achievement motivation as scaling instruments used in this study were developed from Motivated Strategies for Learning Questionnaire Manual. The instruments had been tested and proved valid and reliable. Analysis of model testing data was done using technique of confirmatory factor analysis. The results showed that the trisula model of achievement motivation was reliable. The task-value, self-efficacy and goal orientation are significant loading factors for achievement motivation. The self-efficacy also is a significant loading factor for the task-value and goal orientation. Keywords: achievement motivation, goal orientation, self-efficacy, task-value

Effects of Achievement Motivation and Success/Failure on Attributions, Expectancies, and Performance on a Psychomotor Task

1983 ◽  
Vol 56 (3) ◽  
pp. 901-902 ◽  
Author(s):  
L. R. McCaughan
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Motivation ◽  
School Students ◽  
Performance Attribution ◽  
Performance Differences ◽  
Failure Feedback ◽  
Male High School ◽  
And Performance

Groups of male high school students ( N = 420) classified as high and low need achievers by the Mehrabian scale used a lever-positioning task to determine performance differences. Success and failure feedback was administered after successive blocks of trials, and both attribution and expectancy data were collected. No differences were found between the motive groups for performance, attribution or expectancy. However, success/failure feedback did produce significant differences for attribution and expectancy, evidence for a situational rather than dispositional effect.

scholarly journals Training Effect Of Self Efficacy Of Career Decision Making Self Efficacy (CDMSE) And N-Ach On Student SMAN 01 Pasuruan East Java

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Eko Hari Febriantomo ◽  
Suharnan
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Control Group ◽  
School Students ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

This study aims to test the effectiveness of self-efficacy training to improve confidence in making career decisions (CDMSE) and achievement motivation (N-Ach) in 60 high school students. Through experimental approaches, obtained by 30 students as the experimental group and 30 students as a control group. Data were collected through questionnaires tests before and after the test, which is then analyzed by t-test. As the results of pre-test and post-test on a scale CDMSE test for the experimental group obtained probability value of 0.000 (p <0.05), which means that the hypothesis of no effect of self-efficacy training to CDMSE acceptable. so that self-efficacy training gives pangaruh to decision making career in high school students to determine the level of studies. And the results of the analysis of pre test and post test N-Ach-scale test in the experimental group obtained probability value of 0.000 (p <0.05), which means that in the experimental group there are differences in the results of pre-test to post-test. So the hypothesis that there is the influence of self-efficacy training to N-ach proven.

scholarly journals Multivariate analysis on performance in statistics, self-efficacy and attitudes of senior high school students

2021 ◽  
Vol 6 (4) ◽  
pp. 352-367
Author(s):  
Mildin Jeminez Retutas ◽  
Marilyn Torela Rubio
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Senior High School ◽  
School Students ◽  
And Performance ◽  
K 12 ◽  
Type Of School ◽  
Senior High School Students

Over the past few years, teaching and learning of statistics have been influenced by the emergence of the reform movement in education such as the K-12 basic education curriculum. Those of statistics concepts have changed both elementary and secondary level. Considering the educational reform in the Philippines, the study was conducted to determine whether there are significant differences of the determinants such as gender, type of school, parent’s educational level, family monthly income, family size and Senior High School track preference to students’ self-efficacy beliefs, attitudes towards Statistics, and performance in Statistics. The causal-comparative research design was used for comparing two or more groups to find the differences or determine whether the independent variable influences the dependent variable. The data were gathered from 570 senior high school students of both public and private schools in Mindanao, Region XI. The study adopted the questionnaires on self-efficacy beliefs and attitude towards Statistics while it utilized a researcher-made questionnaire for performance in Statistics. Multivariate Analysis of Variance (MANOVA) was used to determine whether multiple levels of independent variables on their own or in combination with one another influence the dependent variables. The findings revealed that among the demographic factors, only type of school has a significant difference to the self-efficacy beliefs, attitudes towards Statistics, and performance of senior high students in Statistics. Implications from the findings of this study might suggest that improving of K-12 school facilities by the school public administrators and collaborative effort of teachers to enhance the students’ self-efficacy, attitudes towards statistics and teaching statistics reveals optimistic results.  Also, school administrators may provide opportunities for Statistics teachers to hone their pedagogical skills in promoting and building students’ self-confidence and interest in the subject.

scholarly journals Pengaruh math phobia, self-efficacy, adversity quotient dan motivasi berprestasi terhadap prestasi belajar matematika siswa SMP

2016 ◽  
Vol 3 (2) ◽  
pp. 259 ◽  
Author(s):  
St. Rahma Sami Ahmad
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Motivation ◽  
Junior High School ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
Junior High School Students ◽  
School Students ◽  
Ex Post ◽  
Ex Post Facto

Tujuan penelitian ini adalah untuk mendeskripsikan pengaruh langsung dan tidak langsung phobia matematika, self-efficacy, Adversity Quotient dan motivasi berprestasi terhadap prestasi belajar matematika siswa kelas VII di Kabupaten Gowa. Jenis penelitian ini adalah penelitian ex post facto. Subjek penelitian adalah 217 siswa SMP kelas VII yang berasal dari 8 sekolah di 8 kecamatan yang berbeda. Data dianalisis dengan metode analisis deskriptif dan analisis jalur dengan bantuan program pengolahan data statistik SPSS 21 dan AMOS. Selain itu dilakukan uji Sobel untuk menguji hipotesis variabel intervening. Hasil penelitian menunjukkan phobia matematika, self-efficacy, Adversity Quotient dan motivasi berprestasi memiliki pengaruh langsung dan tidak langsung terhadap prestasi belajar matematika siswa.Kata Kunci: ex post facto, phobia matematika, self-efficacy, Adversity Quotient, motivasi berprestasi, prestasi, analisis jalur The effect of math phobia, self-efficacy, adversity quotient and achievement motivation on mathematics learning achievement of junior high school students AbstractThis research aimed to describe direct and indirect influences of mathematics phobia, self-efficacy, Adversity Quotient, and achievement motivation on student achievement of class VII in Gowa district. This research was an ex post facto research. The subjects were 217 junior high school students of class VII derived from eight schools in eight different districts. The data obtained were analyzed by using the descriptive analysis and path analysis with statistical data processing program SPSS and AMOS. Moreover, Sobel test was used to examine the hypothesis of intervening variables. The result showed math phobia, self-efficacy, Adversity Quotient and achievement motivation has a direct and indirect influence on students mathematics learning achievement.Keywords: ex post facto, math phobia, self-efficacy, Adversity Quotient, achievement motivation, achievement, path analysis

scholarly journals Self-efficacy and motivation: Improving biology learning outcomes of senior high school students

2018 ◽  
Vol 4 (3) ◽  
Author(s):  
Fahmie Firmansyah ◽  
Ratna Komala ◽  
Rusdi Rusdi
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Learning Goals ◽  
Path Coefficient ◽  
School Students ◽  
Motivation For Learning ◽  
Determining Factors ◽  
Causal Approach ◽  
Biology Learning

There are many determining factors influence student learning achievement, including self-efficacy and motivation. The aim of this study was to assess the effect of self-efficacy and motivation on biology learning outcomes. This research was conducted at SSHS 1 of Cilegon city, in which the method used was survey using a quantitative-causal approach aided with path analysis. The sample used were 144 students. The results showed that the path coefficient of self-efficacy towards motivation obtained was 0.596, while the motivation for learning outcomes was 0.600, and self-efficacy toward learning outcomes through motivation was 0.358. These mean that there was a direct effect of self-efficacy towards motivation and motivation towards Biology learning outcomes, whereas indirect effect was possessed by self-efficacy towards Biology learning outcomes through motivation. Thus, teachers should give more attention to student’s self-efficacy and motivation to inact learning goals.

scholarly journals Effectiveness of Self-Efficacy Group Training on Achievement Motivation and Self-Efficacy of High School Students

2018 ◽  
Vol 2 (1) ◽  
pp. 32-38
Author(s):  
Zahra Shokhmgar ◽  
Malihe Mohammad pour ◽  
Mohammad Sanjari ◽  
◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Group Training ◽  
School Students

scholarly journals Keefektifan Teknik Modeling Berbasis Sinema Edukasi untuk Meningkatkan Efikasi Diri Akademik Siswa SMP

2019 ◽  
Vol 6 (1) ◽  
pp. 50-59
Author(s):  
Endang Ragil ◽  
Restu Dwi Ariyanto ◽  
Vivi Ratnawati ◽  
Risaniatin Ningsih ◽  
Dias Rendy Valdino
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Junior High School Students ◽  
Learning Goals ◽  
Research Approach ◽  
School Students ◽  
Paired Samples ◽  
Modeling Techniques ◽  
Academic Self Efficacy

Phenomenon Students with low academic self-efficacy tend to avoid difficult tasks, because the task is considered a threat to him. Students have low aspirations and commitment in achieving the learning goals they set. When faced with difficult tasks, student is busy thinking about the deficiencies that exist in him, the disturbances he faces, and all the results that can be detrimental. When faced with difficult tasks, students with low self-efficacy will reduce their efforts and tend to give up quickly and slow to fix or regain their self-efficacy when experiencing failure. So we need a technique to reduce these rights, one of which is the application of modeling techniques based on cinema of educational. This study aims to determine the effectiveness modeling techniques based on cinema of educational to improve students' academic self-efficacy. This research method uses an experimental research approach with the type of one group pretest-posttest design. The conclusion of the study showed that the Paired Samples Test score was 0.026 <0.05. These results can be concluded that modeling techniques based on cinema of educational are effective for increasing the academic self-efficacy of junior high school students.

scholarly journals Achievement goals and perfectionism of high school students

Psihologija ◽  
2009 ◽  
Vol 42 (4) ◽  
pp. 517-534 ◽  
Author(s):  
Milica Milojevic ◽  
Snezana Stojiljkovic ◽  
Jelisaveta Todorovic ◽  
Kristina Kasic
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Motivation ◽  
Achievement Goals ◽  
School Students ◽  
Parental Criticism ◽  
Mastery Goals ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

This research has been investigating one of the most contemporary approaches of achievement motivation - Achievement Goal Theory, which uses the construct of achievement goals. The construct of achievement goals involves three types of achievement goals: mastery goals, performance approach goals and performance avoidance goals. The main goal of the research was to examine correlation between perfectionism and its aspects with particular types of achievement goals. Also, the goal was to investigate the difference concerning gender regarding the achievement goals. The sample consisted of 200 senior year high school participants. The following instruments were used: Multi-dimensional scale of perfectionism (MSP) and Test of achievement goals (TCP). The research results indicate that there is significant positive correlation between: perfectionism with performance approach goals and performance avoidance goals, concern over mistakes and parental expectations with performance approach goals and performance avoidance goals, personal standards and organization with mastery goals and performance approach goals, parental criticism and doubts about action with performance avoidance goals. Significant negative correlation was found between parental criticism and mastery goals. The results concerning the second goal indicates the female subjects have higher average scores in mastery goals.

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