scholarly journals Effect of Self-efficacy, Motivation and Anxiety on Online Academic Performance

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Ivor D’Souza ◽  
Dr Akriti Srivastava
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Significant Drop ◽  
Academic Motivation Scale ◽  
Educational Institute ◽  
The Mean ◽  
The Given ◽  
Academic Self Efficacy

As the number of online-learning users continues to increase, there is a need to understand the Effect of Self-efficacy, Motivation and Anxiety on Online Academic Performance. Through the online learning process, students can access the given information of teachers at any time on the respective online platform. The study aims to find out the Effect of Self-efficacy, Motivation and Anxiety on Online Academic Performance. It is comparatively more convenient in the current situation, because of the pandemic; every educational institute follows this learning method for properly giving education or lessons to their students. The study included 150 participants studying various courses at an Indian University. The mean age of participants was 19 years. The study consisted of 3 scales, the academic self-efficacy scale, the academic motivation scale and the state trait anxiety inventory. The researcher carried out a descriptive study to identify the aim of the study. Independent sample t-test and Mann-Whitney U test were carried out and the results of the study were analysed for the mentioned hypothesis. The study found that the mean scores of academic performances dropped in the individuals with low self-efficacy. Also, the mean scores of academic performances dropped in the individuals with low motivation. These differences were not significant. However, it was found out that the individuals with high anxiety saw a significant drop in their academic performances. Hence the study shows that anxiety had a great effect on the levels of academic performance of students.

scholarly journals The effect of metacognitive skills and academic motivation on academic performance

2020 ◽  
Author(s):  
Mehdi Eskandari ◽  
Mitra Amini ◽  
Somayeh Delavari ◽  
Sedigheh Mokhtarpour ◽  
Mohammad Jaafari
Keyword(s):  
Academic Performance ◽  
Academic Motivation ◽  
Metacognitive Strategies ◽  
Metacognitive Skills ◽  
Academic Motivation Scale ◽  
The Mean ◽  
Motivation Scale ◽  
Skills Learning ◽  
The Impact

Abstract Objectives: the purpose of present study is investigation the impact of metacognitive strategies and motivation on academic performance of medical learners Results: The findings showed that the mean scores of metacognitive strategies of participants and the success rate and academic performance of clinical students of the medical school were positively and significantly correlated (r = .406, p = 0.001). The results showed a positive and significant correlation between the metacognitive strategies (70.92 ± 6.1) and academic motivation (136.92 ± 23.9), respectively (P = .001 & r = .24). So, we can find the mediatory role of academic motivation in metacognitive strategies and academic performance Keywords: motivation, academic performance, metacognition skills, learning, Academic Motivation Scale (AMS), Metacognitions Questionnaire-30 (MCQ-30)

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.

scholarly journals Examination of academic self-efficacy and motivation according to demographic characteristics of graduate education candidates (Cumhuriyet University example)Lisansüstü eğitim adaylarının akademik öz-yeterlik ve güdülenmelerinin demografik özelliklerine göre incelenmesi (Cumhuriyet Üniversitesi örneği)

2017 ◽  
Vol 14 (2) ◽  
pp. 2129 ◽  
Author(s):  
Fatih Özgül ◽  
Gürkan Diker
Keyword(s):  
Graduate Education ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Sampling Method ◽  
Postgraduate Education ◽  
Significance Test ◽  
Master Program ◽  
Screening Model ◽  
Academic Motivation Scale ◽  
Academic Self Efficacy

The aim of this research is to examine the academic self-efficacy and motivation of candidates applying for the postgraduate education program of the Institute of Health Sciences according to the age, sex, graduated section and marital status variables. The sample of this research in the relational screening model is composed of 100 students who applied to the Physical Education and Sports Master program, which is included in the study by using appropriate sampling method. Academic Self-efficacy Scale and Academic Motivation Scale was applied to the candidates in the study. In evaluating the data; The error level was taken as .05 using Variance Analysis, Tukey test, Difference between Two Means Significance Test and Correlation Analysis. As a result, it has been found that candidates' academic self-efficacy and academic motivation scores differ significantly from their age and graduation levels.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu araştırmanın amacı sağlık bilimleri enstitüsü lisansüstü eğitim programına başvuru yapan adaylarının akademik öz-yeterlik ve güdülenmelerinin yaş, cinsiyet, mezun olunan bölüm ve medeni durum değişkenlerine göre incelenmesidir. İlişkisel tarama modelinde olan bu araştırmanın örneklemini uygun örnekleme yöntemi kullanılarak araştırmaya dahil edilen Beden Eğitimi ve Spor Yüksek Lisans programına başvuru yapan 100 öğrenci oluşturmaktadır. Araştırmada adaylara, Akademik Öz-yeterlik Ölçeği ile Akademik Güdülenme Ölçeği uygulanmıştır.Verilerin değerlendirilmesinde; Varyans Analizi, Tukey testi, İki Ortalama Arasındaki Farkın Önemlilik Testi ve Korelasyon Analizi kullanılarak yanılma düzeyi  .05 olarak alınmıştır. Sonuç olarak adayların akademik öz-yeterlik ve akademik güdülenme puanlarının yaşa ve mezun oldukları bölümlere göre anlamlı ölçüde farklılaştığı tespit edilmiştir.

The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Kellah M. Edens
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Academic Motivation ◽  
College Health ◽  
Sleep Habits ◽  
Lack Of Sleep ◽  
Relationship Of ◽  
The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Association’s National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

scholarly journals Competencia socioemocional en el aula: Características del profesor que favorecen la motivación por el aprendizaje en alumnos de Enseñanza Secundaria Obligatoria

2014 ◽  
Vol 20 (3) ◽  
pp. 257
Author(s):  
Mª Cristina Núñez del Río ◽  
Mónica Fontana Abad
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Academic Motivation ◽  
School Failure ◽  
Emotional Competencies ◽  
Dysfunctional Family ◽  
Social And Emotional ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Recommended Guidelines

RESUMENNo se puede negar el incremento en los diez últimos años de investigaciones y publicaciones centradas en la Competencia Socioemocional. En concreto, este estudio aborda uno de los procesos que, según Goleman (1996), forma parte del constructo Inteligencia Emocional: la motivación. Numerosos estudios tratan su relación con el rendimiento y el fracaso escolar (González, Mendiri y Arias, 2002; Brier, 2006). El aumento de los índices de desmotivación en las aulas, unido a un rendimiento académico cada vez menor en algunos grupos de alumnos —a los que se unen aspectos y situaciones familiares disfuncionales—, justifica este estudio acerca de uno de los factores que más incidencia puede tener en los alumnos y sobre el que se puede intervenir: se trata de las características de los profesores que son percibidas como motivadoras por sus alumnos. En concreto, el estudio aborda el análisis de las diferencias en función de los diferentes cursos, el sexo y los factores de motivación según la Escala de Motivación Académica (EMA, Manassero y Vázquez, 1997, 1998). Para ello, se presentan los primeros hallazgos de un estudio, con una muestra incidental de 350 alumnos de ESO, pertenecientes a dos colegios concertados de diferentes áreas de Madrid. El trabajo concluye con algunas pautas de intervención para los profesores, que se consideran recomendables en la actuación en las aulas.ABSTRACTIt can’t be denied that, in the last ten years, research and publications focusing on Social and Emotional Competencies is increasing. This study addresses one of the processes, which according to Goleman (1996), is part of the Emotional Intelligence construct: motivation. Numerous studies deal with its relationship with performance and school failure (Gonzalez, Mendiri and Arias, 2002; Brier, 2006). The increased rates of demotivation in the classroom, coupled with an increasingly lower academic performance in some groups of pupils, together with dysfunctional family situations, justify this study about one of the factors with more impact on students: the characteristics of teachers who are perceived as motivating by the students. Specifically, in this paper, the differences taking into account the courses, the sex and the motivational factors according to the Academic Motivation Scale (EMA, Manassero and Vazquez, 1997, 1998) will be analyze. For this propose, the first findings of a study, with an incidental sample of 350 students from two schools in different areas of Madrid, will be presented. The paper concludes with some recommended guidelines for intervention for teachers in the classroom. 

scholarly journals High school students’ academic performance associated with psychological aspects, body practices and physical activity

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Guilherme da Silva Gasparotto ◽  
Aline Bichels ◽  
Thaynara do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Extracurricular Activities ◽  
Self Concept ◽  
School Students ◽  
The Mean ◽  
Body Practices ◽  
Academic Self Efficacy

The objective of this study was to verify the association of psychological factors and body practices with the academic performance of high school students. A sample of 330 students participated, made up of 167 girls and 163 boys. Likert scale instruments were used for collecting information on self-concept, and on general and academic self-efficacy. Time spent on moderate to vigorous physical activity was recorded, and so was participation in several types of body practices, such as sports, dances, martial arts, performing arts, and systematic physical exercises. Academic achievement was referred to from the students' grades on regular subjects. Linear regression analysis was used for verifying the association of independent variables with academic performance. The adjusted regression model explains between 7% and 36% of academic performance variance, whereas Self-Concept explains academic performance on six of the twelve subjects, and the mean of the grades, with Beta values between 0.13 (p = 0.02) for Sociology and 0.28 (p <0.01) for Mathematics. Academic self-efficacy explained performance on eleven subjects and the mean of the grades, with Beta values between 0.21 (p <0.01) for Physical Education and Philosophy, and 0.44 (p <0.01) for Biology. Participation in extracurricular activities involving body practices explained academic performance on six subjects and the mean of the grades, with Beta values between 0.14 (p = 0.02) for Sociology and 0.31 (p <0.01) for Arts. The studied psychological variables and participation in projects concerning body practices during extracurricular activities correlated with academic achievement as to several school subjects, and with the mean of the grades.

Learning Goal Orientation and Academic Performance: A Dynamic model

2021 ◽  
pp. 106907272110434
Author(s):  
Bingjie Lu ◽  
Yingxin Deng ◽  
Xiang Yao ◽  
Zhe Li
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Regulation System ◽  
Feedback Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

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