scholarly journals Friendship networks and academic motivation: A longitudinal investigation examining selection and influence processes in adolescents

2020 ◽  
Author(s):  
Laura Burgess ◽  
Carolyn Beth McNabb ◽  
Lily FitzGibbon ◽  
Nancy Mulligan ◽  
Amy Fancourt ◽  
...  
Keyword(s):  
Academic Motivation ◽  
Social Dynamics ◽  
Selection Effect ◽  
Autonomous Motivation ◽  
Friendship Networks ◽  
Network Information ◽  
Influence Effect ◽  
Longitudinal Investigation ◽  
Adolescent Friendship ◽  
Practical Implications

Friends are sometimes similar in their academic motivation. The current study examines the mechanisms underlying similarity by disentangling selection and influence processes in adolescent friendship networks, using longitudinal data. A total of 495 adolescents from an independent school for girls were assessed for their academic motivation (including perceived competence, interest, boredom, autonomous motivation, grit, mindset and value) and social network information, annually, for 3 years. Stochastic actor-based modelling showed both selection and influence effects for perseverance of effort, a measure of grit, meaning that peers nominated friends whose level of perseverance was similar (selection), and also that friends influenced each other, becoming more similar in their perseverance over time (influence). Growth mindset also showed an influence effect. Additionally, a selection effect was found for adolescents’ level of value. These results suggest social dynamics play an important role in effort-related motivation constructs. Theoretical and practical implications of these findings are discussed.

Academic Motivation

2018 ◽  
pp. 443-477 ◽  
Author(s):  
Heather M. W. Petrelli
Keyword(s):  
Academic Success ◽  
Program Development ◽  
Academic Motivation ◽  
Industrial Revolution ◽  
Psychological Needs ◽  
General Concept ◽  
Factors Influencing ◽  
The Impact ◽  
Theoretical Foundations ◽  
Practical Implications

What leads to academic success? Why are some students able to achieve academically and others not? A breadth of research exists supporting the notion of motivation as having a significant impact on academic success. This chapter investigated historical and theoretical developments of motivation from the Greek Philosophers, through the Industrial Revolution, to the perspective of motivation in fulfilling psychological needs. Once the general concept of motivation is fully exhausted, academic motivation is explored from theoretical foundations to current research on factors influencing academic motivation and the impact of academic motivation on academic achievement. This foundation has practical implications for assessment of motivation and curricular and program development as a result.

What’s your type? An examination of first-year doctoral student motivation

2020 ◽  
Vol 36 (4) ◽  
pp. 371-387
Author(s):  
Africa S. Hands
Keyword(s):  
Doctoral Students ◽  
Student Motivation ◽  
Academic Motivation ◽  
Information Science ◽  
Doctoral Student ◽  
Autonomous Motivation ◽  
Educational Process ◽  
Interdisciplinary Field ◽  
Research Activities ◽  
Motivational Support

Educators often ask how to motivate PhD students. Before addressing how to motivate students, we should know what motivates prospective doctoral students. Motivational support has been shown to lead to overall satisfaction with the educational process, better engagement, and persistence. Using the interdisciplinary field of library and information science, this research offers insight on doctoral student motivation through quantitative analysis of results from administration of the Academic Motivation Scale. The instrument measures and classifies motivation from the perspective of self-determination theory. Results suggest PhD students are motivated by several types of intrinsic motivation as well as identified regulation, a type of extrinsic yet autonomous motivation. Findings can be used by program administrators, faculty, and other stakeholders to address the “how” of motivation through better alignment of teaching practices, research activities, and student services based on students’ motivation types.

Network Autocorrelation of Perceived Physical Activity Skill Competence Among Adolescents at a Summer Care Program: A Pilot Study

2020 ◽  
pp. 089011712095854
Author(s):  
Tyler Prochnow ◽  
Megan S. Patterson ◽  
Christina N. Bridges Hamilton ◽  
Haley Delgado ◽  
Sam Craig ◽  
...  
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Network Effects ◽  
Care Program ◽  
Friendship Networks ◽  
Linear Network ◽  
Network Autocorrelation ◽  
Adolescent Friendship

Purpose: This study investigates the possible association between adolescent friendship networks and perceived physical activity skill competence in a summer care program. Design: Adolescents participated in researcher-administered surveys at the start (T1) and end (T2) of summer. Setting: Adolescents at a Boys & Girls Club were sampled. Sample: Adolescents (age 8-12) completed researcher-administered surveys at T1 (n = 100; µ age = 9.9 years; 47% male; 55% Black) and T2 (n = 77; µ age = 9.8 years; 51% male; 49% Black). Measures: Perceived skill competence was measured by asking adolescents to rate how good they felt they were at physical activity at the club. Adolescents were also asked to provide names of up to 5 peers whom they hung around with, talked to, and did things with the most while at the club. Analysis: Linear network autocorrelation models were used to determine network effects or clustering of perceived physical activity skill competence within the club. Results: There were significant network effects for adolescent perceived skill competency scores at T1 (β = 0.05, p < 0.01) and T2 (β = 0.05, p = 0.02), indicating adolescent perceived skill competence scores were associated with those of their friends. Conclusions: Practitioners may wish to encourage the use of group or collaborative skill competency improvement activities as well as possibly pairing adolescents with differing skill competencies to foster improvement and possible diffusion of perceived skill competency.

scholarly journals Big Trajectory Data Mining: A Survey of Methods, Applications, and Services

Sensors ◽  
2020 ◽  
Vol 20 (16) ◽  
pp. 4571
Author(s):  
Di Wang ◽  
Tomio Miwa ◽  
Takayuki Morikawa
Keyword(s):  
Data Mining ◽  
Social Dynamics ◽  
Trajectory Data ◽  
Traffic Dynamics ◽  
Spatiotemporal Information ◽  
Trajectory Mining ◽  
Trajectory Data Mining ◽  
Urban Problems ◽  
Practical Implications ◽  
Wide Usage

The increasingly wide usage of smart infrastructure and location-aware terminals has helped increase the availability of trajectory data with rich spatiotemporal information. The development of data mining and analysis methods has allowed researchers to use these trajectory datasets to identify urban reality (e.g., citizens’ collective behavior) in order to solve urban problems in transportation, environment, public security, etc. However, existing studies in this field have been relatively isolated, and an integrated and comprehensive review is lacking the problems that have been tackled, methods that have been tested, and services that have been generated from existing research. In this paper, we first discuss the relationships among the prevailing trajectory mining methods and then, classify the applications of trajectory data into three major groups: social dynamics, traffic dynamics, and operational dynamics. Finally, we briefly discuss the services that can be developed from studies in this field. Practical implications are also delivered for participants in trajectory data mining. With a focus on relevance and association, our review is aimed at inspiring researchers to identify gaps among tested methods and guiding data analysts and planners to select the most suitable methods for specific problems.

A cross-cultural analysis of autonomy in education

2009 ◽  
Vol 7 (2) ◽  
pp. 253-262 ◽  
Author(s):  
Valery I. Chirkov
Keyword(s):  
Autonomy Support ◽  
Academic Motivation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Self Determination ◽  
Deterministic Models ◽  
Psychological Evidence

In this article I highlight recent (published after 2000) cross-cultural studies on the role of autonomous academic motivation and autonomy support in students' cognitive and psychological development. The self-determination theory (SDT) thesis of a universal beneficial role of autonomous motivation is supported by numerous empirical results from educational researchers from diverse educational settings around the world. These results are discussed in terms of the importance of recognizing students' basic needs for autonomy in learning environments, and the cultural deterministic models of socio-cultural differences that have obscured that need. Studies within the SDT provide strong psychological evidence to support a more interactive, multidimensional picture of human nature in various sociocultural contexts.

Forcible Rape and Adolescent Friendship Networks

2018 ◽  
pp. 088626051878780 ◽  
Author(s):  
Tiffaney A. Tomlinson ◽  
Daniel P. Mears ◽  
Jillian J. Turanovic ◽  
Eric A. Stewart
Keyword(s):  
Friendship Networks ◽  
Adolescent Friendship

Validation of the Gratitude Questionnaire in Filipino Secondary School Students

2017 ◽  
Vol 20 ◽  
Author(s):  
Jana Patricia M. Valdez ◽  
Weipeng Yang ◽  
Jesus Alfonso D. Datu
Keyword(s):  
High School Students ◽  
Construct Validation ◽  
Autonomous Motivation ◽  
The Philippines ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Gender Invariance ◽  
Confirmatory Factor ◽  
And Gender ◽  
Practical Implications

AbstractMost studies have assessed the psychometric properties of the Gratitude Questionnaire – Six-Item Form (GQ-6) in the Western contexts while very few research has been generated to explore the applicability of this scale in non-Western settings. To address this gap, the aim of the study was to examine the factorial validity and gender invariance of the Gratitude Questionnaire in the Philippines through a construct validation approach. There were 383 Filipino high school students who participated in the research. In terms of within-network construct validity, results of confirmatory factor analyses revealed that the five-item version of the questionnaire (GQ-5) had better fit compared to the original six-item version of the gratitude questionnaire. The scores from the GQ-5 also exhibited invariance across gender. Between-network construct validation showed that gratitude was associated with higher levels of academic achievement (β = .46, p <.001), autonomous motivation (β = .73, p <.001), and controlled motivation (β = .28, p <.01). Conversely, gratitude was linked to lower degree of amotivation (β = -.51, p <.001). Theoretical and practical implications are discussed.

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