The Student Motivation Scale: Further Testing of an Instrument that Measures School Students' Motivation

2003 ◽  
Vol 47 (1) ◽  
pp. 88-106 ◽  
Author(s):  
Andrew J. Martin
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Student Motivation ◽  
Junior High School Students ◽  
School Students ◽  
Students At Risk ◽  
English Achievement ◽  
Motivation Scale ◽  
Adaptive Pattern

This study examines the refined Student Motivation Scale applied to a sample of 2561 Australian high school students. The Student Motivation Scale measures six motivation boosters and four motivation guzzlers. Analysis of the data reveals a strong factor structure comprising reliable factors. Students scored relatively higher in self-belief, value of schooling, and learning focus but also relatively higher in anxiety. Senior and junior high school students reflect a more adaptive pattern of motivation than middle high school students—as do girls over boys. Boosters are more strongly (positively) correlated with mathematics and English achievement while guzzlers are more strongly (negatively) associated with literacy and numeracy. Data analysis also reveals ethnicity effects and effects associated with socioeconomic status. Taken together, examination of the data shows that the Student Motivation Scale is psychometrically sound and can be usefully implemented to determine groups of students at risk of disengagement, disinterest, and underachievement.

scholarly journals Exploring the English Achievement Assessment of Junior High School Students

2019 ◽  
Vol 11 (3) ◽  
pp. 1134-1138
Author(s):  
Pei-Chuan Cheng ◽  
Wen-Kuei Hsieh
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
English Achievement ◽  
Achievement Assessment ◽  
Item Types

In the past years, most traditional item analysis only analyses difficulty and discrimination of each item, and test analysis only analyses overall test reliability and validity. As a result, EFL educators are lack of information on students’ response data for both students’ learning styles and item types in test questions preparation. Thus, the study presents the various item types of the English achievement assessment of Junior High School Students in Taiwan, and illustrates the various learning styles of the EFL students. The participants were randomly selected from one thousand four hundred and forty two junior high school students, who participated in Taiwan Assessment of Student Achievement in Junior High School English (TASA) held by National Academy for Educational Research (NAER). The data was analyzed based on the dichotomous scoring and the Student-Problem Chart Analysis. The result of Caution Index for Students shows that high achievement students account for one third of the sample students. However, the other students were classified as learning abnormality, inattention learning, and lack of learning adequateness, insufficiency learning, and lack of academic ability. Also, the result of caution index for problems shows that the test items of English Achievement Assessment were capable of measuring the English achievements of junior high school student and it also can differentiate high achievers from the low achiever in Taiwan. To improve the further test question preparation, only partial revisions are suggested for National Academy for Educational Research (NAER).

scholarly journals How to Make Use of Facebook to Write Descriptive Texts?

2019 ◽  
Vol 4 (1) ◽  
pp. 53
Author(s):  
Dini Kurnia Irmawati
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Junior High School ◽  
Student Motivation ◽  
Junior High School Students ◽  
School Students ◽  
Content Organization ◽  
Text Types ◽  
Preliminary Study

This study involved the junior high school students and focused on the use of Facebook through process-genre based approach to help the students solve problems related to idea development and organization in writing descriptive texts. This study used collaborative classroom action research consisting of two cycles. The findings show that the use of Facebook equipped with the descriptive scaffold through process-genre based approach could improve their skills in writing descriptive texts. The publishing on wall application also improved the student’ motivation. The scores of the students’ writing products in terms of content, organization, vocabulary, grammar and mechanics improved significantly from preliminary study to Cycle 1 and from Cycle 1 to Cycle 2. It is recommended that Facebook can be used to teach other kinds of text types and on different grades and levels of education.

scholarly journals English Achievement and Bullying In Junior High School Students

2021 ◽  
Vol 4 (2) ◽  
pp. 71-78
Author(s):  
Amalia Rahmawati ◽  
Dewi Hartinah ◽  
Faza Ilya
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Quantitative Data ◽  
Junior High ◽  
Negative Relationship ◽  
Junior High School Students ◽  
Rank Test ◽  
School Students ◽  
English Achievement

This is mixed method research with qualitative and quantitative data. The qualitative comes from correlation analysis, while the quantitave data comes from interview data. The population of this study is 230 students with 146 students as sample. They come from class VII SMP Muhammadiyah Kudus. This research was bivariate analysis with Spearmen Rank Test and the instruments were in-depth interview, questionnaires, the daily test scores in English. The result of quantitative data showed that there was a moderate correlation between bullying behavior and English achievement for junior high school students with p Value = 0.000 <α 0.05 and r value -0.470 with moderate strength and having negative relationship direction. The bullying affects the English achievement in term of motivation to study English. Based on qualitative data, the students become embarrassed and afraid when they speak and learn English. This condition happens because their friends and teacher mock them. It can be concluded that there is a correlation between bullying and English achievement for Junior High School.

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