Self-Idea and Achievement Motivation of Secondary School Students

2018 ◽  
Vol 15 (3) ◽  
pp. 258-262
Author(s):  
Rafia Shaheen ◽  
S. Mohamad Rafi
Keyword(s):  
Secondary School ◽  
Achievement Motivation ◽  
Secondary School Students ◽  
School Students

Comparative study of achievement motivation and self-concept of secondary school students

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Naik Dinesh P. ◽  
Ahirrao Kiran D.
Keyword(s):  
Secondary School ◽  
Achievement Motivation ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Low Achievers ◽  
High Achievers ◽  
Self Concept ◽  
School Students ◽  
Significant Difference

The present study "Achievement Motivation and Self-concept of Secondary School Students" was investigated to find the comparison between Self-concept and Achievement Motivation of High Achievers and low Achievers of Secondary School Students. Data for the study were collected using Self-concept Questionnaire developed by Saraswath (1984) and Achievement Motive Test (ACMT) developed by Bhargava (1994). The investigator used simple random sampling technique for selecting the sample. The sample consists of 150 Secondary school students. For analyzing data "t" test were used. Findings revels the significant difference between High Achievers and Low Achievers in respect to Achievement Motivation and Self-Concept of Secondary School Students. Computed 't' = 1.34 dose not shows significant differences on achievement motivation, still high achievers scored high on achievement motivation than low achievers, whereas on self concept differences were found as 't'= 4.30 found significant at 0.01 level.

scholarly journals Academic Achievement among Secondary School Students in Relation To Area

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Falguni. P. Parmar
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Urban Area ◽  
Achievement Motivation ◽  
Secondary School Students ◽  
School Students ◽  
Academic Achievements ◽  
Rural And Urban ◽  
Random Samples ◽  
Rural And Urban Area

The aim of the present study is to focus on study of academic achievements among secondary school students with respect to rural and urban area. The total Random samples consist of 30 students of rural area and 30students of urban area of Mehsana district. The questionnaires prepared from Manual for Academic Achievement Motivation Test by Dr. T. R. Sharma was administered as tool for study. The ’t’- Test was used to analyses the data. The interpretations of the results indicate that there was no significant mean difference between academic achievements among secondary school students with respect to rural and urban area.

scholarly journals Effect of Synectic Model on Achievement Motivation in Relation to Its Cognitive Style Among Secondary School Students

2021 ◽  
pp. 293-305
Author(s):  
Gagnita Chahal ◽  
Kanwalpreet Kaur
Keyword(s):  
Secondary School ◽  
Cognitive Style ◽  
Achievement Motivation ◽  
Secondary School Students ◽  
English Language ◽  
Cognitive Styles ◽  
School Students ◽  
The Mean ◽  
The Individual ◽  
Teaching Learning

The Synectic method assists in achieving goals in the English language by incorporating reflective and imaginative tools rendering the teaching-learning process more interactive and breaking the monotonous routine of a classroom. Achievement motivation typically refers to the level of one’s motivation to engage in achievement behaviour. Achievement is task-oriented behaviour that allows the individual’s performance to be evaluated according to some internally or externally imposed criterion that involves the individual in competing with others, or that otherwise involves some standard of excellence. The study examines the effect of the Synectic model on achievement motivation with its cognitive styles among secondary school students. The sample for the investigation comprised 100 students of class IX English medium private schools of Patiala affiliated to CBSE within the age ranges of 13-15 years. The results show that the mean gain achievement motivation of the group taught by the Synectic model was significantly higher than the group taught through the conventional method. The mean gain achievement motivation of the field-independent cognitive style group was also significantly higher than the field-dependent cognitive style group. The interaction effect of the different instructional strategies with different cognitive styles in respect of gain achievement scores on achievement motivation was also significant.

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