scholarly journals نمذجة العلاقات بین الدافعیة الأکادیمیة وما وراء المعرفة والنهوض الأکادیمی لدى طلبة المرحلة الثانویة. Modeling Relationships among Academic Motivation, Metacognition and Academic Advancement Among Secondary School Students

2021 ◽  
Vol 40 (189) ◽  
pp. 620-680
Author(s):  
فرحان بن سالم العنزی
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
School Students ◽  
Academic Advancement

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.

Academic Motivation and Self-Esteem as Correlates of Academic Achievement in English Language among Senior Secondary School Students in Imo State

2021 ◽  
pp. 35-43
Author(s):  
Okonkwo Chioma Jennifer
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
English Language ◽  
Self Esteem ◽  
School Students ◽  
Imo State ◽  
Language Students ◽  
Senior Secondary

This study investigated academic motivation and self-esteem as correlates of academic achievement in English language among senior secondary school students in Imo State. Three research questions guided the study while three null hypotheses were tested at 0.05 level of significance. This study adopted correlational research design. The area of the study is Imo State Nigeria. The population of the study consisted of all the 5,498 senior secondary year two (SS2) students in the 456 public secondary schools in Imo State. A sample of 1,200 SS2 English language students was used in this study using proportionate sampling technique. The students’ academic motivation questionnaire (SAMQ) was adapted from ‘Students’ Motivation towards Science Learning (SMTSL) Questionnaire’ which was a 20-item questionnaire. The students’ Self-esteem Scale (SES) was a 30-items questionnaire used to ascertain self-esteem of SS 2 English Language students. The academic achievement test was measured by English Language examination scores derived from SS 2 English Language students’ termly results for 2019/2020 academic session. Students’ Academic Motivation Questionnaire was an adapted instrument and therefore subjected to face validation by three experts. Cronbach Alpha Method was used to determine the internal consistency of SAMQ and a co-efficient of 0.81 was obtained. Pearson Product Moment was used to answer the research questions while correlated samples t-test was used to test the null hypotheses at 0.05 alpha level. The finding revealed that there is very weak negative and significant relationship between secondary school students’ academic motivation and their academic achievement in English language. The finding also revealed that there is a weak negative and significant relationship between secondary school students’ self-esteem and their academic achievement in English language. Based on the findings, it was recommended amongst others that parents and teachers should team up to encourage their students in building their positive self-esteem and to provide basic needs of their children/ward which are related to their teaching subjects in order to improve their academic performance.

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.

scholarly journals School Alienation Among Adolescents in Switzerland and Luxembourg: The Role of Parent and Peer Supportive Attitudes Toward School and Teacher Autonomy Support

2021 ◽  
pp. 0044118X2110439
Author(s):  
Julia Morinaj ◽  
Frederick de Moll ◽  
Tina Hascher ◽  
Andreas Hadjar ◽  
Alyssa Grecu ◽  
...  
Keyword(s):  
Secondary School ◽  
Educational Outcomes ◽  
Autonomy Support ◽  
Secondary School Students ◽  
Academic Motivation ◽  
Teacher Autonomy ◽  
Equation Modeling ◽  
School Students ◽  
Socialization Agents

Prior research has shown that socialization agents such as parents, peers, and teachers can play a significant role in adolescents’ educational outcomes, both through direct support or indirectly via supportive attitudes that foster students’ bonding to school and academic motivation. However, less is known about the effects of parent and peer supportive attitudes and teacher autonomy support on unfavorable educational outcomes such as school alienation. This study investigated the role of socialization agents in the development of school alienation among 544 secondary school students in Switzerland and 535 secondary school students in Luxembourg in grades 7 to 9. Results of structural equation modeling showed that the role of socialization agents varies across the school alienation domains and educational contexts, with peers having the most substantial impact on all three domains of alienation in both countries.

scholarly journals Role of the Prefrontal Cortex in the Combined Relationship Between Academic Motivation and Academic Achievement with Emotional Intelligence in Secondary School Students

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty ◽  
Rafiya Sultana
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Prefrontal Cortex ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
School Students ◽  
Grade Point

The present study is an attempt to examine the role of prefrontal cortex in the relationship between academic motivation and academic achievement in combination, with emotional intelligence 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 <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). 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 and Multiple Regression are used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation and F-test for the level of significance α at 0.01. The findings of the study reveal that the linear combination of variables academic motivation and academic achievement positively and moderately predict the variable emotional intelligence in secondary school students.

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