Neural Basis for the Relationship Between Academic Motivation and Academic Achievement

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Academic Motivation ◽  
Neural Basis ◽  
School Students ◽  
Grade Point ◽  
Academic Motivation Scale ◽  
Level Of Significance ◽  
The Relationship

The present study is an attempt to provide evidence to the neural basis of the relationship between academic motivation and academic achievement constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic motivation and academic achievement in the chosen subjects.

scholarly journals Neural Basis for the Relationship Between Academic Motivation and Emotional Intelligence

2016 ◽  
Vol 5 (4) ◽  
Author(s):  
Rajib Chakraborty ◽  
Rafiya Sultana
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Academic Motivation ◽  
Short Form ◽  
Neural Basis ◽  
School Students ◽  
Level Of Significance ◽  
Trait Emotional Intelligence Questionnaire ◽  
The Relationship

The present study is an attempt to provide evidence to the neural basis of the relationship between academic motivation and emotional intelligence constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the <italic>Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF)</italic>, prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic motivation and emotional intelligence in the chosen subjects.

Influence of Academic Motivation on Academic Achievement and Emotional Intelligence in Secondary School Students

2016 ◽  
Vol 5 (5) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
Short Form ◽  
School Students ◽  
Grade Point ◽  
The Relationship

The present study tried to examine the relationship between academic achievement and emotional intelligence, blocking the influence of academic motivation on the relationship in secondary school students. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF), prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using Academic Motivation Scale, High School Version (AMS-HS 28) for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students' grade point average in a summative assessment. For data analysis, Pearson's Product Moment and Partial Correlations are used. The significance of the test is calculated by using t-test formula for partial correlation for the level of significance α at 0.05. The findings of the study reveal that the influences of academic motivation on the relationship between academic achievement and emotional intelligence in secondary school students, cannot be ignored.

scholarly journals Dimensional Analysis of the Academic Motivation Scale with Respect to Gender in Secondary School Students with Neural Basis in Indian Context

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
Neural Basis ◽  
School Students ◽  
Academic Motivation Scale ◽  
Indian Context ◽  
Motivation Scale

The present study is an attempt to provide a neural underpinning to the role of gender difference in the construct academic motivation, in secondary school students in Indian context. For this purpose, comparisons of students’ scores of the dimensions of academic motivation were carried out. Samples for the study include 49 urban students (24 boys and 25 girls ) of classes VIII and IX of secondary school in Sriram Nager of Hyderabad city, Telangana, India. Academic motivation construct is measured by using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). For data analysis, measures like mean, standard deviation are used. The significance of the test is calculated using t-test for the level of significance α at 0.05. The findings of the study reveal no differences between the genders in the measured dimensions of academic motivation.

Associations of Physical Fitness and Academic Achievement Among Illinois High School Students

2021 ◽  
Vol 78 (3) ◽  
Author(s):  
Megan Marie Weemer ◽  
Olabode Ayodele
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Physical Fitness ◽  
Pearson Correlation ◽  
Positive Association ◽  
School Students ◽  
The Relationship

The health benefits of physical activity are empirically supported and well accepted. However, the relationship between physical activity, physical fitness, and academic performance remains to be clearly established. The purpose of this study was to identify the relationship between physical fitness and academic achievement among a sample of Illinois high school students. Analyses were based on the 2016–2017 school year Archival Fitnessgram physical fitness test scores and cumulative GPAs of ninth- through twelfth-grade students (N = 371). Pearson correlation assessed the relationship between physical fitness and academic performance. Multiple linear regression predicted students’ academic achievement. There was a positive association between total fitness and academic achievement, although not statistically significant, r (369) = .002, p = .49. The regression prediction model was statistically significant (p < .001) and accounted for approximately 25% of the variance in academic achievement (R2 = .256, adjusted R2 = .246). Academic achievement was predicted by total number of absences and gender, and to a lesser extent by socio­economic status, the curl-up, and ethnicity. The findings of this study suggest a positive association between physical fitness and academic achievement. These results are potentially relevant to the development of future education policies. Thus, policy makers, school administrators, and educators must use the knowledge gained in this study, along with existing research, as evidence to emphasize the importance of the fitness–academic link, to further support the need for quality physical education curriculum and mandated physical fitness testing.

scholarly journals O autoconceito de estudantes de ensino médio e sua relação com desempenho acadêmico: Uma revisão sistemática

2018 ◽  
Vol 31 (1) ◽  
pp. 21
Author(s):  
Guilherme Da Silva Gasparotto ◽  
Thaynara Do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Tania Stoltz ◽  
Valdomiro De Oliveira
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Web Of Science ◽  
Educational Achievement ◽  
Self Psychology ◽  
Self Concept ◽  
School Students ◽  
The Relationship

O objetivo do estudo foi revisar sistematicamente as pesquisas que analisaram a relação do autoconceito com o rendimento acadêmico de adolescentes do ensino médio, bem como verificar quais variáveis e contextos dentro da escola foram abordados em conjunto ao autoconceito, para melhor explicar essa relação. A revisão incluiu estudos publicados nos últimos 10 anos nas bases eletrônicas de trabalhos científicos: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO e Web of Science. Foram utilizados os descritores caracterizando componentes do autoconceito (self, self-concept e self-psychology) com os descritores relacionados ao rendimento acadêmico, em que também se considerou a capacidade acadêmica percebida (academic achievement, underachievement, educational achievement, perception of competence, competence perception, self-efficacy). Dez estudos foram incluídos na revisão. A relação entre autoconceito e desempenho acadêmico mostrou-se consistente e se confirmou em nove dos 10 trabalhos. Outras variáveis também se apresentaram importantes na explicação do desfecho do rendimento acadêmico, tais como a motivação acadêmica, a prática de atividades extracurriculares, a autoeficácia acadêmica e o envolvimento dos pais.Palavras-chave:Estudantes; Psicologia do self; Adolescente; Avaliação do rendimento ABSTRACTThe aim of the study was to systematically review the studies that analyzed the relationship between self-concept and academic achievement in high school students, as well as to verify which variables and contexts within the school were approached together with self-concept, to better explain this relationship. The review included studies published in the last ten years in the scientific electronic databases: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO and Web of Science. The descriptors that characterized the components of self-concept used were those of self, self-concept and self-psychology, and the descriptors related to academic achievement, academic achievement, underachievement, educational achievement, perception of competence, competence perception and self-efficacy. Ten studies were included in the review. The relationship between self-concept and academic performance was consistent and confirmed in nine of the ten papers. Other variables that were important in explaining the academic achievement were academic motivation, the practice of extracurricular activities, academic self-efficacy and parental involvement.Keywords:Students; Self-psychology; Adolescent; Performance assessment

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