scholarly journals The Effect of Electronic Guidance Program Using (Lecture Maker) on the Improvement of Academic Achievement Motivation in Soccer for Physical Education and Sport Sciences’ Students

2021 ◽  
Vol 33 (4) ◽  
pp. 91-104
Author(s):  
Ali Abdulnabi Ali ◽  
Ali Subhi Khalaf
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Physical Education ◽  
Achievement Motivation ◽  
Self Organization ◽  
Counseling Program ◽  
Main Subject ◽  
Guidance Program ◽  
Academic Achievement Motivation ◽  
Positive Effect

          The research aimed at identifying the affectivity of self – organization style on improving academic achievement motivation. The researchers applied the research on (225) students of first, third and fourth year college students. Then a self – organization guidance program was constructed with 12 guidance session on physical education and sport sciences’ students who showed a low level of academic study motivation in soccer. The main subject was (20) divided into two equal groups and the results showed that the counseling program has a positive effect on self – organization style on academic studying motivation for physical education and sport sciences’ college students.   

scholarly journals Individual Differences in Reading Comprehension

1970 ◽  
Vol 3 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Frank H. Farley ◽  
Anthony L. Truog
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Reading Comprehension ◽  
Individual Differences ◽  
Achievement Motivation ◽  
Test Scores ◽  
Fear Of Failure ◽  
Personality Test ◽  
Future Directions ◽  
Academic Achievement Motivation

Reading comprehension was studied as a function of individual differences in extraversion-introversion, neuroticism and academic and resultant achievement motivation. Seventy-eight college students were categorized into personality or motive groups on the basis of personality test scores, dividing the distribution into top, middle and bottom thirds. Academic achievement motivation was assessed by a recently developed measure previously used with British students; resultant achievement motivation was measured as need for achievement minus fear of failure. Analyses of variance indicated no significant contributions of any of the IDs studied to reading comprehension. Discussion centered on limitations of the study, its relationship to previous work, and future directions.

scholarly journals Parenting Style as Correlates of Adolescents’ Academic Achievement Motivation of Bate Secondary School, Haramaya, Ethiopia

2019 ◽  
Vol 7 (2) ◽  
pp. 172 ◽  
Author(s):  
Amare Misganaw Mihret ◽  
Galata Sitota Dilgasa ◽  
Tsigereda Hailu Mamo
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Parenting Style ◽  
Parenting Styles ◽  
Significant Relationship ◽  
Academic Motivation ◽  
Self Report ◽  
Authoritarian Parenting ◽  
Academic Achievement Motivation ◽  
Authoritarian Parenting Style

This study aimed at examining the relationship of adolescents’ academic achievement motivation and parenting styles. Data were collected from randomly selected 192 adolescent students (93 males and 99 females) through standardized scales of achievement motivation self-report inventory and parenting style scale. The data analysis has been done through both descriptive and inferential statistical methods. To this end, finding revealed that authoritarian parenting style is the most commonly practiced parenting style in the families of respondents among other three parenting styles (authoritative, indulgent and neglectful). There is a statistically significant relationship between authoritative parenting style and students’ academic achievement motivation. Significant relationship between authoritarian parenting style and students’ academic achievement motivation has also been reported. There is strong and negative relationship between neglectful parenting style and students’ academic achievement motivation. That it means, neglectful parenting negatively affects students’ academic motivation. As expected, significant relationship between indulgent parenting style and students’ academic motivation was not reported. In the end, some points were forwarded to suggest ways of properly addressing the gaps noted in this research.

Personality and Motivational Factors on an Intentional-Incidental Learning Task

1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1315-1320 ◽  
Author(s):  
Paul N. Dixon ◽  
Audrey E. Cameron
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Achievement Motivation ◽  
Incidental Learning ◽  
Learning Task ◽  
Intentional Learning ◽  
High Motivation ◽  
Academic Achievement Motivation ◽  
Learning Correlations ◽  
Personality Construct

Locus of control, other-direction, and academic achievement motivation were investigated as a function of acceptance of motivational cues in intentional-incidental learning. Correlations among the three personality constructs were also calculated. The subjects were 134 college students studied under high and low learning motivation for each personality construct. It was hypothesized that high academic achievement motivation would be associated with increased intentional learning and that internal subjects would have consistent intentional and incidental learning under both levels of motivation. The externals, accepting experimenter's instructions, would show a funneling effect toward greater intentional learning under high motivation with corresponding decreases in incidental learning. No significant differences on the learning task by locus of control or other-direction were found. Subjects high in achievement motivation performed significantly better on the intentional task than those low in achievement motivation. The highly motivated group performed significantly better than those who were low on the incidental task, suggesting that the motivation may focus the subject's attention toward embedded incidental cues. Significant intercorrelations were obtained among the three personality constructs.

Academic Achievement Motivation and Birth Order in Adults

1976 ◽  
Vol 98 (2) ◽  
pp. 283-284 ◽  
Author(s):  
Frank H. Farley ◽  
Kim L. Smart ◽  
Clay V. Brittain
Keyword(s):  
Academic Achievement ◽  
Birth Order ◽  
Achievement Motivation ◽  
Academic Achievement Motivation

scholarly journals The Effectiveness of a Mathematics Learning Program Based on the Mind Habits in Developing Academic Achievement Motivation and Creative Thinking among Prince Sattam Bin Abdulaziz University Students

2020 ◽  
Vol 10 (1) ◽  
pp. 55
Author(s):  
Sahar Abdo Elsayed ◽  
Heba Mohamed Nasef
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Achievement Motivation ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Learning Program ◽  
Positive Effects ◽  
Mathematics Test ◽  
Academic Achievement Motivation ◽  
The Mind

The research aimed at identifying the effectiveness of a mathematics learning program based on the Mind habits in developing academic achievement motivation and creative thinking among University students. To collect the data, the researchers used the academic achievement motivation scale (Elsayed, 2012) and the creative thinking in Mathematics test (Prepared by the Researchers). The study methodology based on the semi experimental method and the statistical program SPSS was used to analyze the collected data. The sample was chosen randomly from the mathematics department. The results found that there are statistically significant differences between the scores of the academic achievement motivation and the creative thinking in favor of the post- applications at (0.01) level and this showed that the program has positive effects in developing the academic achievement motivation and the creative thinking in Mathematics among Prince Sattam Bin Abdulaziz University Students.

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