The Effect of Academic motivation, Academic efforts and Self-regulation learning strategies on English academic achievement between Middle and High school students in Korea

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.

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Peace of Mind, Academic Motivation, and Academic Achievement in Filipino High School Students

The Spanish Journal of Psychology ◽

10.1017/sjp.2017.19 ◽

2017 ◽

Vol 20 ◽

Cited By ~ 5

Author(s):

Jesus Alfonso D. Datu

Keyword(s):

High School ◽

Academic Achievement ◽

High School Students ◽

Academic Motivation ◽

Autonomous Motivation ◽

Affective States ◽

School Students ◽

Peace Of Mind ◽

Controlled Motivation

AbstractRecent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to amotivation β = –.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.

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Inlfuence of Brain-Based Learning Stratgies on Academic Motivation, Stress and Self-Esteem of High School Students in North Banagalore

Psychology and Education Journal ◽

10.17762/pae.v58i2.3154 ◽

2021 ◽

Vol 58 (2) ◽

pp. 6329-6332

Author(s):

Reshma HS, Dr Smitha M Reddy

Keyword(s):

High School ◽

Academic Performance ◽

High School Students ◽

Learning Strategies ◽

Academic Motivation ◽

Learning Strategy ◽

Self Esteem ◽

School Students ◽

Brain Based Learning ◽

Free Environment

Brain-Based Learning Strategy stimulates the whole brain for effective function which results in greater academic progress. This being the case it is bound to result in academic motivation, removal of stress and an increase in the self-esteem of students without any doubt. Brain-Based Learning Strategy provides a safe and threat-free environment whereby the meaningful presentation of content prepares the learners’ brains to store, process and retrieve the information in a soothing way. The main objective of this paper is to study the influence of brain-based learning strategies on the academic motivation, stress and self-esteem of high school students in North Bangalore, identity the factors of brain-based learning which influence learning process among high school students and then move on to identifying the factors of motivation, stress and self-esteem which influence the academic performance of high school students with respect to brain-based learning. The results of the study have confirmed that brain-based learning would result in motivation, removal of stress and higher self-esteem thereby resulting in improved academic performance.

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The Effects of Mobile Learning in an EFL Class on Self-Regulated Learning and School Achievement

International Journal of Mobile and Blended Learning ◽

10.4018/ijmbl.2020070104 ◽

2020 ◽

Vol 12 (3) ◽

pp. 49-65

Author(s):

Tami Seifert ◽

Carla Har-Paz

Keyword(s):

High School ◽

High School Students ◽

Learning Strategies ◽

Mobile Learning ◽

Self Regulation ◽

The Self ◽

School Students ◽

Learning Abilities ◽

Self Regulated Learning ◽

Regulated Learning

The objective of this research was to find out whether the implementation of mobile learning pedagogies in a high school classroom can educate high school students to become independent learners, who are able to regulate their learning, improve their achievements. The findings have been analyzed by taking into consideration the self-regulation scales of motivation and learning strategies, together with the significance of the students' scores. The results of this study show that the implementation of a mobile learning teaching unit does not affect the self-regulation learning abilities of the students. However, it does reveal an increase in external and internal motivation together with a shift in the application of learning strategies. As a result, a two-stage model has been proposed aiming to educate teenagers to become agents of their learning while they practice mobile learning as well as implementation of mobile seamless learning to promote a self-regulated learning.

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