scholarly journals The Role of Academic Motivation in High School Students’ Current and Lifetime Alcohol Consumption: Adopting a Self-Determination Theory Perspective*

2011 ◽  
Vol 72 (6) ◽  
pp. 965-974 ◽  
Author(s):  
Stephanie V. Wormington ◽  
Kristen G. Anderson ◽  
Jennifer Henderlong Corpus
Keyword(s):  
High School ◽  
High School Students ◽  
Alcohol Consumption ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
School Students

Motivational Analysis of Academic Help-Seeking: Self-Determination in Adolescents' Freindship

2007 ◽  
Vol 100 (3) ◽  
pp. 1000-1012 ◽  
Author(s):  
Ryo Okada
Keyword(s):  
High School ◽  
High School Students ◽  
Help Seeking ◽  
Self Determination Theory ◽  
Self Determination ◽  
Academic Learning ◽  
School Students ◽  
Academic Help Seeking ◽  
Academic Help

The purpose of this study was to investigate the role that friendship motivation plays in academic help-seeking based on self-determination theory. The relations among self-determined friendship motivation, academic help-seeking, and feeling of satisfaction were examined among high school students ( N = 670) in Japan. Analyses showed that self-determined friendship motivation was associated with the academic help-seeking, which in turn was related to the feeling of satisfaction with academic learning and friendship. The role of friendship motivation in the academic setting is discussed.

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.

scholarly journals PROFESSIONAL SELF-DETERMINATION OF HIGHER SCHOOL STUDENTS

2021 ◽  
Vol 1 ◽  
pp. 306-315
Author(s):  
Olga Koryakovtseva ◽  
Tatyana Bugaychuk
Keyword(s):  
High School ◽  
High School Students ◽  
Decisive Role ◽  
Self Esteem ◽  
Self Determination ◽  
Self Awareness ◽  
School Students ◽  
Professional Self

The article is devoted to the problem of professional self-determination, which is urgent for today's youth. The role of professional choice in a person's life is great, and the possibilities with which a young man approaches this process plays a decisive role. In their article, the authors present the results of an empirical study of thepersonal characteristics of students in grades 9, 10, 11 and their readiness to choose a profession. We identified important and significant connections between the level of development of self-esteem and reflexivity with such indicators of professional self-determination as autonomy and emotional attitude. This result indicates that the level of development of his self-awareness plays a decisive role in the professional self-determination of a young man. It is the teacher's task to help high school students in professional self-determination.

Being noticed for the way you are: Social inclusion and high school students with vision impairment

2018 ◽  
Vol 36 (1) ◽  
pp. 90-103 ◽  
Author(s):  
Glenda M Jessup ◽  
Anita C Bundy ◽  
Nicola Hancock ◽  
Alex Broom
Keyword(s):  
High School ◽  
High School Students ◽  
Social Inclusion ◽  
Self Determination Theory ◽  
Negative Influence ◽  
Vision Impairment ◽  
Self Determination ◽  
School Students ◽  
The Social ◽  
Psychological Sense

This study explored the social inclusion in high school of Australian students with vision impairment (VI). We sought to understand how students described school social inclusion, whether they felt included and what influenced these perceptions. As part of a larger mixed methods study, 12 students with VI, who had previously answered the Psychological Sense of School Membership (PSSM) questionnaire, were interviewed about the social aspects of school. These interviews were analysed thematically. Participants described social inclusion as about being noticed and not overlooked by others. While two-thirds of participants reported satisfactory social relationships in high school, one-third, including all those with additional disabilities, reported being teased or rejected by their school peers. Five themes encompassed the varying influences on school social inclusion. These were: (a) putting myself forward; (b) knowing me; (c) having control; (d) having a place to shine; and finally a negative influence (e) peer exclusion and rejection. These themes largely parallel those of competence, autonomy, and relatedness found in self-determination theory. This suggests that staff can enhance the social inclusion of students with VI by facilitating these students’ self-determination. In practice, this would require school staff to focus on enabling students with VI to explore and build on strengths, fully access the curriculum alongside their peers, and have time and opportunity to develop friendships with these peers.

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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