High School Graduates' Achievement Motivation and the Prediction of the Economic Development of a Small Midwestern Community from 1907 to 1967

1977 ◽  
Vol 41 (1) ◽  
pp. 167-172 ◽  
Author(s):  
Darryl E. Matter
Keyword(s):  
High School ◽  
Economic Development ◽  
Achievement Motivation ◽  
High School Graduates ◽  
High Achievement ◽  
Low Achievement ◽  
Community Or ◽  
Individual Achievement ◽  
The Relationship

This study explored the relationship between achievement motivation and economic development in a small midwestern community; specifically, the study investigates the following question: Is remaining in a community or moving away a function of congruency between individual achievement motivation and the stage of the community's development? For this community, the answer seems a qualified “yes.” When the community was “achieving,” those high school graduates with high achievement motivation tended to remain in the community; those with low achievement motivation moved away. The reverse was found when the community became stable and then declined.

PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR MATEMATIKA

2012 ◽  
Vol 18 (3) ◽  
pp. 112
Author(s):  
Rosliana Siregar
Keyword(s):  
Achievement Motivation ◽  
High Achievement ◽  
Low Achievement ◽  
Study Strategy ◽  
Strategy Study ◽  
Test Result ◽  
Technique Analysis

This research aim to know of difference between result learn the studentmathematics taught by using strategy of study cooperative type STAD and result oflearning student mathematics by using strategy of study ekspositori. The  method isquasi experiment. This research is executed SMP Negeri 11 Medan. Instrumentused together the data  test result of learning and enquette motivate to haveachievement. Technique analysis the data used by ANAVA 2x2. The result analysisof research indicate that result learn the student mathematics taught by usingstrategy study of higher type STAD cooperative than result learn the studentmathematics taught by using strategy of study ekspositori (Fcalculate = 4,698 >Ftabel = 3,96;  there are difference which signifikan of result learn the studentmathematics having high achievement motivation with the student having lowmotivation achievement, (Fcalculate = 27,9 > Ftabel = 3,96), and there areinteraction between study strategy and motivate to have achievement in influencingresult learn the student mathematics (Fcalculate = 12,45 > Ftabel = 3,96). Result ofinferential research that strategy study of better type STAD cooperative taught tostudent having motivation  have high achievement and good study ekspositoristrategy used to student having motivation  have low achievement and there areinteraction of study strategy and motivate the to have achievement.

Understanding the Relationship between Mathematics and Science Coursework Patterns

2009 ◽  
Vol 111 (9) ◽  
pp. 2101-2126
Author(s):  
Xin Ma
Keyword(s):  
High School ◽  
Multilevel Models ◽  
High School Graduates ◽  
School Personnel ◽  
School Level ◽  
Advanced Mathematics ◽  
Advanced Science ◽  
Mathematics Coursework ◽  
The Relationship ◽  
Mathematics And Science

Background/Context There has been little research on the relationship between mathematics and science coursework in secondary school. Purpose of Study The present analysis explored the patterns of science course-taking in relation to the patterns of mathematics course-taking among high school graduates. Research Design Using data from the 2000 High School Transcript Study (N = 20,368), secondary analysis was performed in the form of multilevel models with students nested within schools to document a strong relationship between mathematics and science course-work patterns. Findings/Results Results highlighted that (1) taking more courses in advanced mathematics was related to taking more courses in advanced science (this relationship remained strong even after adjustment for student-level and school-level variables); (2) the more courses that students took in advanced mathematics, the more likely it was that student and school characteristics would join in to select students into taking more courses in advanced science; (3) many high school graduates complied with graduation requirements by taking limited non-advanced mathematics and science coursework during high school; and (4) mathematics coursework was necessary but insufficient to promote advanced science coursework. Conclusions/Recommendations State governments are encouraged to prescribe not only the number but also the content of mathematics and science courses required for high school graduation. School personnel such as career counselors are encouraged to help promote better coursework of students in mathematics and science.

Assessing the Readiness of Blind Persons for Vocational Placement

1974 ◽  
Vol 68 (2) ◽  
pp. 57-60
Author(s):  
Edouard L. Wilson
Keyword(s):  
High School ◽  
High School Graduates ◽  
Rehabilitation Program ◽  
Intensive Training ◽  
Congenitally Blind ◽  
Vocational Goals ◽  
The Individual ◽  
Blind Persons ◽  
Relationship Of ◽  
The Relationship

The relationship of work to the needs—especially psychological—of clients is explored. It is concluded that full evaluation and testing of the individual should he used to develop a specific rehabilitation program for him. Such a program might include intensive training and counseling, as in the case of most congenitally blind high school graduates, preparatory to placement or placement early in the program where the role played by work itself is an important part of the person's rehabilitation. The problem of individuals with unrealistic vocational goals is also discussed.

Longevity of High School Graduates (1907–1967) from Biographical, Demographic, and Motivational Data

1979 ◽  
Vol 45 (1) ◽  
pp. 175-185 ◽  
Author(s):  
Darryl E. Matter
Keyword(s):  
High School ◽  
Achievement Motivation ◽  
Heart Attack ◽  
Causes Of Death ◽  
High School Graduates ◽  
Living Group

This study reports the relationships between certain biographical, demographic, and motivational variables and longevity of 108 graduates (1907 to 1967) from a small Kansas high school. The early deceased individuals ( n = 10) were older, better educated, reported more honors, had slightly lower achievement motivation scores, and had more boys but fewer girls and slightly more children on the average, than the yet living group ( n = 98). Variables which predicted specific causes of death (cancer and heart attack victims) included the number and sex of children and achievement motivation scores.

scholarly journals “ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”

2021 ◽  
Vol 58 (1) ◽  
pp. 5139-5152
Author(s):  
Bilqis Firyal Nabilah Et al.
Keyword(s):  
Learning Outcomes ◽  
Achievement Motivation ◽  
Creative Thinking ◽  
Science Achievement ◽  
Thinking Skills ◽  
Control Group ◽  
High Achievement ◽  
Low Achievement ◽  
Study Results ◽  
Significant Difference

This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.

scholarly journals DEVELOPING LEARNING MATERIALS BASED ON TRAINING WITHIN INDUSTRY (TWI) TO IMPROVE THE BUILDING CONSTRUCTION STUDENT’S LEARNING OUTCOMES

2019 ◽  
Vol 24 (2) ◽  
pp. 80
Author(s):  
Sugiyanto Sugiyanto ◽  
Made Wena ◽  
Isnandar Isnandar
Keyword(s):  
Learning Outcomes ◽  
Achievement Motivation ◽  
Conventional Method ◽  
Hypothesis Test ◽  
Building Construction ◽  
High Achievement ◽  
Low Achievement ◽  
Teaching Materials ◽  
Learning Materials ◽  
Academic Year

Abstract: Developing Learning Materials Based on Training Within Industry (TWI) to Improve the Building Construction Student’s Learning Outcomes.This second study aims to test significances differences between (1) using teaching materials with TWI method and the conventional method; (2) the high achievement motivation students and the low achievement motivation students; and (3) learning structures (TWI method and conventional method) and the high achievement motivation and the low achievement motivation toward the students’ learning outcomes. This study is an experimental research for students who take the Bricklaying and Concrete Practice lesson in an academic year. The hypothesis test uses two-way variance analysis (ANAVA) to find out the differences in the mean between cells (A and B). The results showed that there were significant differences in the students’ learning outcome be­tween (1) the TWI teaching materials and conventional method; (2) the students who have the high achievement motivation and the students who have the low achievement motivation. Furthermore, there were significant interactions between factor of giving the vocational work practices and motivation to­ward the students’ learning outcomes.

scholarly journals The relationship between creativity and achievement motivation with high school students’ entrepreneurship

2011 ◽  
Vol 30 ◽  
pp. 1291-1296 ◽  
Author(s):  
Farshid Ghasemi ◽  
Ahmad Rastegar ◽  
Reza Ghorban Jahromi ◽  
Roghayeh Roozegar Marvdashti
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Motivation ◽  
School Students ◽  
The Relationship

Achievement Motivation in High School Graduates (1907–1967) and Occupational Correlates

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1271-1274 ◽  
Author(s):  
Darryl E. Matter
Keyword(s):  
High School ◽  
Achievement Motivation ◽  
Formal Education ◽  
High School Graduates ◽  
Occupational Status ◽  
Men And Women ◽  
Occupational Level ◽  
Employed Women

This study reported the relationships between achievement motivation, educational and occupational attainments, and honors won for graduates of a small midwestern high school between the years of 1907 and 1967. Men tended to achieve more formal education and slightly higher occupational status than did women and more honors. Mean achievement motivation was similar and correlated .43 with occupational status for employed women but not men, .27, .35 with years of formal education beyond high school for men and women, and —.43 with year of graduation for women. Occupational level correlated .40s with honors for men, and years of formal education for men and employed women. Women experienced a decline both in achievement motivation and occupational status; earlier graduates expressed higher motivation and entered higher status occupations.

Re(de)fining College Access and Its Association With Divergent Forms of Financial Aid: A Proposed Conceptual and Analytic Framework

2019 ◽  
Vol 18 (2) ◽  
pp. 113-140 ◽  
Author(s):  
Manuel S. González Canché
Keyword(s):  
High School ◽  
Conceptual Framework ◽  
Financial Aid ◽  
College Access ◽  
High School Graduates ◽  
State Level ◽  
The State ◽  
Analytic Framework ◽  
Potential Impact ◽  
The Relationship

This manuscript proposes a conceptual framework to reconceptualize college access at the state level, while accounting for the heterogeneous impact different forms of financial aid have on access across sectors and levels. The use of this framework may strengthen our understanding of the relationship between aid and access by accounting for more than one form of financial aid, considering recent and nonrecent high school graduates (NRHGs) and modeling the potential impact of aid on access across sectors.

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