scholarly journals Special features of academic and sports motivation of students engaged and not engaged in sports

2020 ◽  
pp. 475-485
Author(s):  
Igor M. Kondratev ◽  
◽  
Ekaterina V. Dudorova ◽  
Keyword(s):  
Achievement Motivation ◽  
Negative Correlation ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Academic Motivation ◽  
Student Athletes ◽  
Self Esteem ◽  
State University ◽  
Learning Achievement ◽  
Motivation Scale

The paper provides results of research on academic and sports motivation of student-athletes and students who do not participate in sports. The study was carried out in the period from May 2019 to February 2020 in Perm State University. It engaged 140 students: 70 involved in sports and 70 not involved. The average age of the interviewees was M = 19.85. The following methods were used to study the students’ educational and sports motivation: Self-Efficacy Scale (as adapted by D.S. Kornienko, A.Ya. Fominykh); Self-Efficacy to Regulate Exercise (as adapted by D.S. Kornienko, A.Ya. Fominykh); Sports Motivation Scale (as adapted by D.S. Kornienko, A.Ya. Fominykh); Scale of Academic Motivation (as adapted by T.O. Gordeeva). The results of the study show that students who are not involved in sports have more pronounced types of academic motivation, such as cognitive and achievement motivation. Student-athletes are more strongly motivated than non-athletic students in such types of motivations as positive emotions, improvement, learning, achievement, approval. Student-athletes have a higher level of sportsmanship and overall self-efficacy than non-athletic students. Some correlations between sports and academic motivation within groups have been found. In the group of student-athletes, a negative correlation was found between the motivation for excellence in sports and the motivation for self-esteem in learning. As for non-athletic students, external motivation is linked to approval motivation. The positive correlation of achievement motivation with emotions and cognition has been established.

Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem

2007 ◽  
Vol 17 (2) ◽  
pp. 109-125 ◽  
Author(s):  
Andrew J. Martin ◽  
Herbert W. Marsh ◽  
Dennis M. McInerney ◽  
Jasmine Green ◽  
Martin Dowson
Keyword(s):  
High School Students ◽  
Interpersonal Relationships ◽  
Achievement Motivation ◽  
Academic Motivation ◽  
Structural Equation Models ◽  
Self Esteem ◽  
Teacher Student ◽  
Teachers And Parents ◽  
Parent Child Relationships ◽  
Parent Child

AbstractThe aim of the present study was to better understand the combined and unique effects of teacher–student and parent–child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic self-concept, and general self-esteem. Preliminary correlations showed that both teacher–student and parent–child relationships are significantly associated with achievement motivation and general self-esteem. Importantly, however, when using appropriate structural equation models to control for shared variance amongst predictors, findings showed that although teachers and parents are clearly influential, after controlling for gender, age, and the presence of both interpersonal relationships in the one model, teacher effects are stronger than parent effects, particularly in the academic domain.

scholarly journals Relationship between Student’s Self-Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students

2016 ◽  
Vol 10 (1) ◽  
pp. 225 ◽  
Author(s):  
Nasim Saeid ◽  
Tahere Eslaminejad
Keyword(s):  
Achievement Motivation ◽  
Self Efficacy ◽  
Study Skills ◽  
Academic Motivation ◽  
Simple Random Sampling ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
Academic Self Efficacy

Self-directed learning readiness to expand and enhance learning, This is an important goal of higher education, Besides his academic self-efficacy can be improved efficiency and Achievement Motivation, so understanding how to use these strategies by students is very important. Because the purpose this study is determination of relationship between students self-directed learning and academic self-efficacy and Achievement Motivation in Payamnoor students (2012-2013). In a correlation-descriptive study 322 bachelor students were selected from Payamnoor University of Rafsanjan (2014-2015) through a Simple random sampling. Data collection was SDL questionnaire, academic self-efficacy questionnaire and Achievement Motivation questionnaire. Data were analyzed by multiple regression, simple regression, variance analysis and T-test. The obtained findings from this research showed that there is a relation between student’s Self-directed learning readiness and academic self-efficacy and academic motivation in Students University of Payamnoor. Also Independence in learning and Study skills and problem solving has the most ability for academic self-efficacy and academic motivation prediction and there was the most correlation.According to results and that self-directed learning readiness to enhance self-efficacy and academic motivation, it is necessary to teach strategies to students.

scholarly journals Adolescents’ Perception of Father’s Nurturance and Its Relation with Self- Efficacy and Academic Motivation

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Alethea Baracho ◽  
Anthea Mendonsa
Keyword(s):  
Self Efficacy ◽  
Quantitative Data ◽  
Academic Motivation ◽  
Pearson Correlation ◽  
Future Research ◽  
Academic Motivation Scale ◽  
Significant Difference ◽  
Motivation Scale ◽  
North And South

The present study was conducted to examine the role of Adolescent’s Perception of Father’s Nurturance on Self- efficacy and Academic Motivation. It also aimed at exploring whether Adolescent Perception of Father’s Nurturance differs in relation to type of family and religion. A total of 200 adolescents from North and South Goa (91 females and 109 males) between the ages of 16-18 years were selected for the purpose of the study. The Nurturant Fathering Scale (FNS) by Finley & Schwartz; The Self- Efficacy Questionnaire for Children (SEQ-C) by Muris and The Academic Motivation Scale for High School (AMS-HS-28) version by Vallerand et al were administered to obtain quantitative data on the variables. The data was analyzed with the help of z- test, Pearson Correlation and ANOVA. Results of the study revealed that there is a weak positive correlation between Adolescent’s Perception of Father’s Nurturance and Self-Efficacy and Academic Motivation. With respect to type of family, no difference was found in Adolescent Perception of Father’s Nurturance. However, a significant difference in the same was found in relation to religion. Limitations of the study and implications for future research have been discussed.

scholarly journals Teachers’ language politeness, students’ academic motivation and self-efficacy during school from home

2021 ◽  
Vol 16 (5) ◽  
pp. 2161-2172
Author(s):  
Mantasiah Rivai ◽  
Yusri Yusri ◽  
Andi Tenri Ola Rivai ◽  
Muhammad Anwar
Keyword(s):  
Online Learning ◽  
Elementary Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
The Self ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Learning School ◽  
Correlational Method ◽  
The Relationship

This study aims to investigate the influence of teachers’ language politeness on students’ academic motivation and self-efficacy during online learning (school from home) and to examine the relationship between students’ academic motivation and self-efficacy during online learning. This study used a quantitative approach with the correlational method. The participants of the study were 150 elementary students (male: 47%; female: 53%). Three types of scales were used in this study, namely the teachers’ language politeness scale, the academic motivation scale and the self-efficacy scale. The hypothesis of the study was tested using analysis of variance assisted with SPSS version 26. The study found that teachers’ language politeness significantly influences students’ academic motivation and self-efficacy during online learning. Teachers’ language politeness was more likely to have greater influence on students’ self-efficacy than on students’ academic motivation. As shown in the model, the value of the relationship between students’ academic motivation and self-efficacy was 0.497.   Keywords: Language politeness, academic motivation, self-efficacy, school from home.

Examining the Validity of the Academic Motivation Scale by Comparing Scale Construction to Self-Determination Theory

2000 ◽  
Vol 86 (2) ◽  
pp. 560-564 ◽  
Author(s):  
Kevin O. Cokley
Keyword(s):  
Intrinsic Motivation ◽  
Negative Correlation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Scale Construction ◽  
Self Determination ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Identified Regulation

This study examined the construct validity of the Academic Motivation Scale. Specifically, subscale correlations were examined to assess whether support for a continuum of self-determination would be provided. The three types of Intrinsic Motivation were significantly and positively correlated with each other .67, .62, and .58, while the three types of Extrinsic Motivation were significantly and positively intercorrelated .50, .49, and .45. The former subscales, however, correlated higher with Introjected Regulation than Identified Regulation, suggesting that Introjected Regulation may be indicative of more self-determined behavior than has previously been believed. Also, the Intrinsic Motivation To Accomplish subscale had a stronger relationship with two of the Extrinsic Motivation subscales, Identified Regulation and Introjected Regulation, than did the Extrinsic Motivation subscales with each other. This suggests that the differences between Extrinsic and Intrinsic Motivation are not as obvious as has been believed. Also, contrary to self-determination theory, Amotivation had a stronger negative correlation with Identified Regulation ( r = −.31) than with any of the Intrinsic Motivation subscales ( rs = −.27, −.19, and –.11).

scholarly journals HUBUNGAN SELF EFFICACY, MOTIVASI BERPRESTASI, PROKRASTINASI AKADEMIK DAN STRES AKADEMIK MAHASISWA

2017 ◽  
Vol 1 (2) ◽  
pp. 43
Author(s):  
Dony Darma Sagita ◽  
Daharnis Daharnis ◽  
Syahniar Syahniar
Keyword(s):  
Achievement Motivation ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Complex Problem ◽  
Academic Stress ◽  
Scale Model ◽  
Guidance And Counseling ◽  
Academic Procrastination ◽  
State University ◽  
Instrument Validity

This research is motivated by the stress that become a complex problem for students in daily life. Self efficacy, achievement motivation, and academic procrastination expect to affect student’s academic stress. The research purpose was to describe: (1) self efficacy, (2) achievement motivation, (3) academic procrastination, (4) student academic stress, (5) correlation of self efficacy with student’s academic stress, (6) correlation of achievement motivation with student’s academic stress, (7) correlation of academic procrastination with student’s academic stress, and (8) correlation of self efficacy, achievement motivation and academic procrastination with student’s academic stress.This study used quantitative approach with correlation descriptive method and the population were students of Guidance and Counseling Program of Education Faculty State University of Padang. The sampling technique was proportional stratified random sampling. The instrument was a scale model of Likert. The instrument reliability of self efficacy was 0,930, achievement motivation was 0,906, academic procrastination was 0,868, and student’s academic stress was 0,932. The instrument validity of self efficacy 0,554, achievement motivation was 0,469, academic procrastination was 0,453, and student’s academic stress was 0,568. Data were analyzed by using simple linier regression and multiple regression.The result indicates that: (1) self efficacy and achievement motivation of students are at the high category, (2) academic procrastination and student’s academic stress are in the moderate category, (3) there are negative correlation and significant between self efficacy with student’s academic stress, (4) there are negative and significant correlation between achievement motivation and student’s academic stress, (5) there are positive and significant correlation between academic procrastination with student’s academic stress, (6) there are significant correlation between self efficacy, achievement motivation and academic procrastination with student’s academic stress together, and (7) the implication are inputs from the various parties involved in to increase self efficacy and achievement motivation of students and reduce or prevent procrastination and academic stress..Keywords: Self Efficacy, Achievement Motivation, Procrastination Academic, Academic Stress

scholarly journals Hubungan Antara Kohesivitas Dan Motivasi Berprestasi Dengan Kemalasan Sosial (Social Loafing) Pada Mahasiswa Jurusan Psikologi Universitas Negeri Padang

PSYCHE 165 ◽  
2020 ◽  
pp. 53-59
Author(s):  
Elvia Wulan Heksa Paksi ◽  
Ria Okfrima ◽  
Rina Mariana
Keyword(s):  
Achievement Motivation ◽  
Psychology Students ◽  
P Value ◽  
Social Loafing ◽  
State University ◽  
Validity Coefficient ◽  
R Value ◽  
Motivation Scale ◽  
The Relationship ◽  
Effective Contribution

The purpose of this research was to determine (1) ) the relationship between cohesiveness with social loafing on psychology students class 2017 & 2018 Padang state University, (2)The relationship between achievement motivation and social loafing on psychology students class 2017 & 2018 Padang State University, (3) The relationship between cohesiveness and achievement motivation with social loafing on psychology students class 2017 & 2018 Padang State University. The instrument of this research are social loafing scale with validity coefficient from 0,326 up to 0,623 and reliability of 0,876, cohesiveness scale with coefficient validity from 0,313 up to 0,714 and reliability of 0,773 and achievement motivation scale with coefficient validity from 0,313 up to 0,714 and reliability of 0,893. Data analysis of this research using multiple corelation . The result showed that there was a relationship between cohesiveness and achievement motivation with social loafing on psychology students class 2017 & 2018 Padang State University, with Fstatistic>Ftable(23,965 > 7,71), p-value = 0,000 (p-value < 0,01), r value = 0,287 , and R square value = 0,287 or 28,7%. Partially, there was a negative and significant relationship between cohesiveness and social loafing, with rxy= -0,532 (p-value 0,000<0,01). The effective contribution of self cohesiveness towards social loafing was 28%, while the contribution of achievement motivation with social loafing was 10%.

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