scholarly journals ORIENTACIONES DE META EN ESTUDIANTES DE LA FACULTAD DE EDUCACIÓN DE ALICANTE

2016 ◽  
Vol 2 (1) ◽  
pp. 575
Author(s):  
Irene Jover Mira ◽  
Leandro Navas Martínez ◽  
Francisco Pablo Holgado Tello
Keyword(s):  
Academic Achievement ◽  
Goal Orientation ◽  
Academic Motivation ◽  
Learning Goals ◽  
Education Faculty ◽  
Approach To Learning ◽  
Grade Teacher ◽  
Orientation Scale ◽  
Faculty Of Education ◽  
The University

Abstract:GOAL ORIENTATIONS IN THE STUDENTS OF THE EDUCATION FACULTY OF ALICANTEThe aim of this study was to analyze the factorial dimensioning of the Goal Orientation Scale in the context of the Faculty of Education at the University of Alicante. Three hundred fifty-seven students in Grade Teacher (Nursery and Primary) took part in this research, with an average age of 21.09 years. Factor, reliability, discrimination and correlational analysis are conducted. The results show the existence of avoidance of the per formance, the approach of the per formance, avoidance of work, and approach to learning goals. The model fits the data. Some interesting conclusions are derived and lines of work are proposed for future research.Keywords: goal orientation, academic achievement, academic motivation, goals address.Resumen:Este estudio parte del objetivo de analizar la dimensionalización factorial de la Escala de Orientación a Metas en el contexto de la Facultad de Educación de la Universidad de Alicante. Participan 357 estudiantes del Grado de Maestro (Infantil y Primaria) con una edad media de 21.09 años. Se llevan a cabo análisis factoriales, de fiabilidad, de discriminación y correlacionales. Los resultados muestran la existencia de metas de evitación de la ejecución, de aproximación a la ejecución, de evitación del trabajo y de aproximación al aprendizaje. El modelo ajusta a los datos. Se derivan algunas conclusiones de interés y se proponen líneas de trabajo para investigaciones futuras.Palabras clave: orientación a metas, rendimiento académico, motivación académica, dirección de metas.

A Study of Consciousness Of University Students In Relation to The Academic Achievement And Level Of Education

2021 ◽  
pp. 91-97
Author(s):  
Sadhna Sharma ◽  
Sona Ahuja ◽  
Deepika Satsangee
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Uttar Pradesh ◽  
Correlation Study ◽  
Educational Levels ◽  
External Assessment ◽  
Educational Institute ◽  
Educational Implications ◽  
Faculty Of Education ◽  
The University

The present empirical study was designed to study the correlation between the academic achievement and consciousness at two different educational levels of the university. The study was a non-experimental correlation study which was conducted on 150 students (75 graduates, 75 post graduates) of Faculty of Education, Dayalbagh Educational Institute, Agra, Uttar Pradesh, India. The number of male and female students was in the ratio of 65:35. A willing participation of the students in the study was sought. Consciousness Quotient Inventory by Brazdau (2008) was used to assess consciousness quotient of the university students at two different educational levels (i.e. graduation and post-graduation). To measure the academic achievement of the students, students' scores of internal and external assessment at the university were considered. Pearson's Product Moment Correlation was used to find out correlation between the scores of Academic achievement and consciousness quotient. Results indicated a significant positive correlation between academic achievement and Consciousness of the students at the two educational levels at the university. Moreover, results indicated the rise in consciousness level with the rise in the educational level at the University. At the end of the paper, educational implications of the study are provided for the teachers, educators, administrators and other people associated with the field of education.

scholarly journals The Role of Learning Resource Centers at the Northern Border University in Increasing the Academic Achievement in English Language Courses

2018 ◽  
Vol 8 (4) ◽  
pp. 139
Author(s):  
Yaser Mohammad Al Sawy
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
English Language ◽  
Strategic Resources ◽  
Northern Border ◽  
Language Courses ◽  
Language Students ◽  
Faculty Of Education ◽  
Constitutive Factor ◽  
The University

The study aims at understanding the relationship between the use of IT applications in the Learning Resources Centers (henceforth, LRCs) at the university and increasing the academic achievement of the English language students at the Faculty of Education and Literature at the Northern Border University? The researcher relied on the research methodology of the field study, which allowed him to collect the views of a random sample of the English language learners at the university to measure and analyze the effectiveness of the use of IT within the LRCs. The study showed that the IT within the LRCs is one of the most important strategic resources at the level of educational institutions and the main factor in the development of its sectors. There is an interest from the Northern Border University on upgrading and supporting the IT infrastructure, especially in education for it is the basis for community development. A high proportion of English Language students at the university are keen on using and applying many of the technological learning media within the LRCs as a constitutive factor in understanding mental processes such as visualization, thinking, learning and creativity which is the first step towards knowledge and innovation.

scholarly journals Immigration and gender as differentiating elements in the motivation and strategies of Spanish secondary students

2017 ◽  
Vol 14 (40) ◽  
Author(s):  
José Manuel Suárez ◽  
Ana Patricia Fernández ◽  
Ángela Zamora
Keyword(s):  
Secondary School ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Secondary Students ◽  
Academic Motivation ◽  
Orientation Scale ◽  
And Gender ◽  
Student’S T ◽  
Secondary School Pupils

Introduction. The debate over the education of immigrant pupils relative to native Spanish students is currently a hot topic, but very little research has been undertaken in this area in Spain. The objective of this study was to detect certain possible differences in motivation and strategies between immigrant and Spanish pupils, and also between boys and girls.Method. A sample of 436 secondary school pupils was used. The Motivated Strategies for Learning Questionnaire (MSLQ) was used as a basis, but was adapted in the shape of the elimination of the goal sub-scales (intrinsic and extrinsic), which were replaced by the Goal Orientation Scale of Skaalvik. Various Student’s t-tests were carried out to determine whether or not there were statistically significant differences between the independent samples studied, concretely in respect of nationality of origin and of gender. In interpreting results, account was also taken of the effect of the size of sample. Moreover, MANOVA analyses were also used to check whether there were any interactions between the nationality of origin and gender in respect of the variables studied.Results. In general, it was noteworthy that the main differences found were linked to the gender of pupils, much more than their nationality of origin. Hence, statistically significant differences were found in a total of twelve variables by gender and only three by nationality. Moreover, differences encountered lay mostly in the area of learning strategies rather than in academic motivation and self-motivation.Discussion and conclusion. As a general conclusion for this study, it may be emphasized that the main differences recorded were in respect of gender, much more than with regard to the nationality of origin. More specific studies would be desirable so as to develop further this line of investigation, which is novel in a Spanish context.

scholarly journals Personality Traits, Learning and Academic Achievements

2015 ◽  
Vol 4 (4) ◽  
pp. 91 ◽  
Author(s):  
Mikael Jensen
Keyword(s):  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Five Factor Model ◽  
Learning Goals ◽  
General Knowledge ◽  
Deep Approach ◽  
Grade Point ◽  
Approach To Learning ◽  
Deep Approach To Learning

<p>There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point Average (GPA). This review paper gives an overview, based on previous research, of highly relevant factors that might explain the relation between personality traits and learning on the one hand and the relation between personality traits and academic achievement on the other hand. Motivation, goals and approaches to learning are important factors that are associated with some personality traits. Two conclusions can be made from this review: (1) intrinsic motivation, a deep approach to learning and learning goals are associated with general knowledge and good test results, all linked together by the openness trait; (2) extrinsic (in combination with intrinsic) motivation, an achieving (in combination with deep) approach to learning and performance goals (in combination with learning goals) are associated with high grades in general linked together by the conscientiousness trait. Openness is associated with learning and general knowledge while conscientiousness is associated with academic achievement.</p>

scholarly journals Analysis of approaches to learning preferences and perceptions of learning of students in faculty of education

2013 ◽  
Vol 3 (1) ◽  
pp. 55-66 ◽  
Author(s):  
Ceyhun Ozan ◽  
Muhammed Çiftçi
Keyword(s):  
Study Skills ◽  
Approaches To Learning ◽  
Research Data ◽  
Learning Preferences ◽  
Education Faculty ◽  
Class Rank ◽  
Approach To Learning ◽  
Model Universe ◽  
Significant Difference ◽  
Faculty Of Education

Purpose of this study is to determine preference levels of approaches to learning and whether there is a significant difference as regards department, gender and class rank of preference levels of students in faculty of education. The research is a survey model. Universe of this research is comprised of students studying in Kazım Karabekir Education Faculty of Atatürk University in fall term 2011-2012 education year. Sample of the research is comprised of 393 candidate teachers that were selected randomly. Approaches and Study Skills Inventory for Students ' ASSIT has been employed to obtain research data. According to research results each of three approaches to learning is preferred with a percentage of over fifty nine out of a hundred. No significant difference was found between approach to learning preferences of candidate teachers in faculty of education according to field of the study, gender and class rank variables. Students stated to the term "learning" as to " Being able to use the information you've acquired".

scholarly journals Academic Achievement and Failure in University Studies: Motivational and Emotional Factors

2020 ◽  
Vol 12 (23) ◽  
pp. 9798
Author(s):  
Raquel Gilar-Corbi ◽  
Teresa Pozo-Rico ◽  
Juan-Luis Castejón ◽  
Tarquino Sánchez ◽  
Ivan Sandoval-Palis ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Goal Orientation ◽  
Well Being ◽  
Performance Measure ◽  
Operating Characteristics ◽  
Knowledge Test ◽  
The University ◽  
The Impact

Universities are committed to offering quality education; however, a high rate of academic failure is often observed in the first year of studies. Considering the impact that motivation and emotional aspects can have on students’ commitment to study and therefore on their academic performance, achievement, and well-being, this study aims to identify the factors associated with academic success or failure in 1071 students entering the National Polytechnic School (Quito, Ecuador). The data were compiled from the existing computer records of the university with the permission of the responsible administrative staff. A predictive model has been used and a binary logistic regression analysis was carried out through the step-forward regression procedure based on the Wald statistic to analyze the predictive capacity of the variables related to emotional intelligence, motivational and self- regulated socio-cognitive skills, goal orientation, and prior academic achievement (measured by university entrance marks and through a knowledge test carried out at the beginning of the university academic year). To determine the cut-off point for the best discriminatory power of each of the variables, a Receiver Operating Characteristics (ROC) curve analysis has been used. The results indicate that the variables that are significant in the prediction of academic success or failure are the two academic performance measures: the emotional attention variable, and the performance-approach goals and the motivational self-efficacy variable. Additionally, the highest predictive power is displayed by the prior academic performance measure obtained through the knowledge test conducted at the beginning of the university course.

scholarly journals Vocabulary Size of University of Aden English Language Students

2021 ◽  
Vol 3 (1) ◽  
pp. 71-78
Author(s):  
Abdulnaser Mohammed Ali Naqeeb
Keyword(s):  
Academic Achievement ◽  
English Language ◽  
Research Paper ◽  
Vocabulary Size ◽  
Word Size ◽  
The Third ◽  
Faculty Of Education ◽  
The University ◽  
English Students ◽  
English Faculty

This research paper tried to evaluate the department of English students' vocabulary size by using Nation Vocabulary size tests (VST). The study used a sample of the third level students at the department of English-Faculty of Education-Aden at the University of Aden in three categories according to their academic achievement in the class (High =80-100, Medium= 70-79.99 and Low =less than 69.99). To measure the vocabulary size, the researcher used on Nation and Beglar (2007) (14000) vocabulary size test. Based on the analysis of students correct answers in the VST, the study found that students' vocabulary size ranges between 1000-8000 words with variant percentages. It was found that (80%) of third level students vocabulary size (high 08-100 and medium 70-79.99) is in the range (1000-3000), (76%) of third level students vocabulary size (high 08-100) is in the range (1000-5000) and (51%) are in the range (1000-8000). The study found that (59%) of third level students (medium 70-79.99) are in the range (1000-5000) and (40%) of them are in the range (1000-8000). The third level students (low, less than 69.99) recorded the lowest size by (50%) in the range (1000-3000), (41%) in the range (1000-5000) and only (21%) are in the range (1000-8000). Considering the total word size of the three categories together, the study found that (70%) are in the range (1000-3000), (59%) range in the range (1000-5000) and (37%) are in the range (1000-8000).

scholarly journals The role of self-regulation in different approaches to learning

2014 ◽  
Vol 46 (2) ◽  
pp. 251-276
Author(s):  
Snezana Mirkov
Keyword(s):  
Self Regulation ◽  
Approaches To Learning ◽  
Total Sample ◽  
Metacognitive Strategies ◽  
Learning Goals ◽  
Approach To Learning ◽  
Deep Approach To Learning ◽  
The University ◽  
Oriented Approach

The paper presents the results of an empirical study aimed at analysing the role of self-regulation in different approaches to learning that were established in the previous studies. We examined whether certain categories of metacognitive strategies were present in the deep, surface and achievement-oriented approach. The sample included 560 first- to fifth-year students of the Teacher Training Faculty, the Faculty of Philosophy and the Faculty of Philology of the University of Belgrade. A shorter version of the Instrument for measuring learning goals and strategies was applied. The previous research had established that learning goals and strategies comprised by this instrument were grouped into three second-order factors: the surface, deep and achievement-oriented approach to learning. The items from the Scale of students? metacognitive strategies were included. Factor analysis confirmed the existence of the three approaches to learning that include learning goals and strategies. We analysed the frequency of individual approaches to learning on the total sample, the frequency of individual approaches in the respondents of different gender and the correlations of the approach to learning with the age, year of studies and academic achievement. Different metacognitive strategies contribute to the defining of the deep and achievement-oriented approach to learning, but they do not occur in the surface approach to learning. According to the obtained findings, self-regulation can play different roles in accordance with the goals set by students and the strategies used in learning. The results of this study point to possible directions of encouraging the deep approach to learning and self-regulation at the university level, as well as in primary and secondary school.

scholarly journals The Effect of Academic Motivation and Information Literature Self-Efficiency on Student Academic Achievement

2021 ◽  
Vol 8 (8) ◽  
pp. 421
Author(s):  
Fera Fazriani Nurafifah ◽  
Ajat Sudrajat ◽  
Zarina Akbar
Keyword(s):  
Academic Achievement ◽  
Direct Effect ◽  
Information Literacy ◽  
Self Efficacy ◽  
Academic Motivation ◽  
School Teacher ◽  
Student Academic Achievement ◽  
Path Coefficient ◽  
The University ◽  
Linearity Test

The purpose of this study was to determine whether there is an influence of academic motivation and information literacy self-efficacy on student academic achievement at the University of Kuningan. The population in this study were all students of the Elementary School Teacher Education (PGSD) study program at the University of Kuningan. While the sample in this study were students who were active in the 2019/2020 academic year, namely 2017, 2018, and 2019 classes as many as 183 people. The sampling technique in this study was done by selecting a simple random (Simple Random Sampling). This research uses the path analysis method. Data collection techniques in this study used a questionnaire or questionnaire. The linearity test results show that all path coefficient values between research variables are more than ttable with a coefficient = 0.05 so that H0 is rejected and H1 is accepted. The conclusions in this study are, 1) student academic motivation has a direct effect on student academic achievement by 0.82; 2) information literacy self-efficacy has a direct effect on student academic achievement by 0.18, and 3) academic motivation has a direct effect on student information literacy self-efficacy by 0.98.

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