scholarly journals Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students

2016 ◽  
Vol 7 ◽  
Author(s):  
Juan L. Castejón ◽  
Raquel Gilar ◽  
Alejandro Veas ◽  
Pablo Miñano
Keyword(s):  
Learning Strategies ◽  
Secondary Students ◽  
Goal Orientations ◽  
Self Concept

scholarly journals An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies

2012 ◽  
Vol 15 (1) ◽  
pp. 48-60 ◽  
Author(s):  
Pablo Miñano Pérez ◽  
Juan-Luis Castejón Costa ◽  
Raquel Gilar Corbí
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Structural Equation ◽  
Structural Model ◽  
Goal Orientations ◽  
Self Concept ◽  
First Year ◽  
General Intelligence ◽  
Achievement Goal Orientations ◽  
Academic Goals

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

scholarly journals THINK-PAIR-SHARE: ENGAGING STUDENTS IN SPEAKING ACTIVITIES IN CLASSROOM

2020 ◽  
Vol 1 (1) ◽  
pp. 13-19
Author(s):  
Dian Apriyanti ◽  
Mutiara Ayu
Keyword(s):  
Data Analysis ◽  
Learning Strategies ◽  
Secondary Students ◽  
Learning Process ◽  
Qualitative Method ◽  
Descriptive Analysis ◽  
Document Analysis ◽  
Process Plan ◽  
Analysis Technique ◽  
Speaking Skill

Think-Pair-Share technique is one of the cooperative learning strategies that promote student involvement in the classroom. This strategy makes students engaged in in-class activities such as discussions and provides opportunities to share their ideas with others. The purpose of this study was to describe the implementation of the Think-Pair-Share strategy in teaching speaking skill for secondary students. A qualitative method with a descriptive analysis was undertaken in this study. The sample was twenty students of eighth grade. The data was collected through interviews, observation, and document analysis. The data analysis technique used was presented in a descriptive form. The results indicated the implementation of the Think-Pair-Share technique during the learning process took place following the stages that have been stated in the learning process plan made by the teacher. Appreciation for the implementation of the Think-Pair-Share technique both from students is quite good. Students stated that they can overcome the constraints in the learning process of speaking activity through Think-Pair-Share.

scholarly journals Immigration and gender as differentiating elements in the motivation and strategies of Spanish secondary students

2017 ◽  
Vol 14 (40) ◽  
Author(s):  
José Manuel Suárez ◽  
Ana Patricia Fernández ◽  
Ángela Zamora
Keyword(s):  
Secondary School ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Secondary Students ◽  
Academic Motivation ◽  
Orientation Scale ◽  
And Gender ◽  
Student’S T ◽  
Secondary School Pupils

Introduction. The debate over the education of immigrant pupils relative to native Spanish students is currently a hot topic, but very little research has been undertaken in this area in Spain. The objective of this study was to detect certain possible differences in motivation and strategies between immigrant and Spanish pupils, and also between boys and girls.Method. A sample of 436 secondary school pupils was used. The Motivated Strategies for Learning Questionnaire (MSLQ) was used as a basis, but was adapted in the shape of the elimination of the goal sub-scales (intrinsic and extrinsic), which were replaced by the Goal Orientation Scale of Skaalvik. Various Student’s t-tests were carried out to determine whether or not there were statistically significant differences between the independent samples studied, concretely in respect of nationality of origin and of gender. In interpreting results, account was also taken of the effect of the size of sample. Moreover, MANOVA analyses were also used to check whether there were any interactions between the nationality of origin and gender in respect of the variables studied.Results. In general, it was noteworthy that the main differences found were linked to the gender of pupils, much more than their nationality of origin. Hence, statistically significant differences were found in a total of twelve variables by gender and only three by nationality. Moreover, differences encountered lay mostly in the area of learning strategies rather than in academic motivation and self-motivation.Discussion and conclusion. As a general conclusion for this study, it may be emphasized that the main differences recorded were in respect of gender, much more than with regard to the nationality of origin. More specific studies would be desirable so as to develop further this line of investigation, which is novel in a Spanish context.

Student achievement and academic self-concept among secondary students in Flanders: gender and changes over time

2013 ◽  
Vol 32 (2) ◽  
pp. 157-178 ◽  
Author(s):  
Maarten Pinxten ◽  
Bieke De Fraine ◽  
Jan Van Damme ◽  
Ellen D'Haenens
Keyword(s):  
Student Achievement ◽  
Secondary Students ◽  
Self Concept ◽  
Changes Over Time ◽  
Over Time

scholarly journals School Motivation Questionnaire for the Portuguese Population: Structure and Psychometric Studies

2012 ◽  
Vol 15 (3) ◽  
pp. 1441-1455 ◽  
Author(s):  
Pedro Miguel Gomes Cordeiro ◽  
Ana Paula Couceiro Figueira ◽  
José Tomás da Silva ◽  
Lennia Matos
Keyword(s):  
Learning Strategies ◽  
Autonomy Support ◽  
Goal Orientations ◽  
Self Report ◽  
Learning Climate ◽  
Convenience Sample ◽  
Goal Structures ◽  
Extrinsic Goals ◽  
Intrinsic Goals ◽  
Psychometric Studies

It is presented the structure and psychometric studies of the “School Motivation Questionnaire”. The SMQ is a self-report questionnaire with 101 items, organized in sixteen scales that measure the students' goal orientations, the perceived classroom goal structures, the perceived teacher's autonomy support and the use of learning strategies. Twelve scales are adapted from the “Learning Climate Questionnaire”, “Perceptions of Instrumentality” and “Cuestionário a Estudiantes”. Four scales and five additional items are created new. The psychometric studies rely on a convenience sample consisting of 9thand 12thgrade students (N= 485) of Portuguese schools. The factorial and construct validity, verified through several exploratory factorial analyses to the data, presents a final solution of six factors, labelled Strategies (F1), Teacher Extrinsic Goals (F2), Student Extrinsic Goals, Externally Regulated (F3) Teacher Intrinsic Goals (F4), Student Extrinsic Goals, Internally Regulated (F5), and Student Intrinsic Goals (F6). The six-factor solution explains a significant variance of the scale results (53.95%). Good coefficients of internal consistency are obtained for all factors, never below (.858; F6). In sum there is strong evidence to support the multi-dimensionality of SMQ, upholding that the data obtained is exploratory and applies for future validation studies.

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