Relationship Between Self-Efficacy, Achievement Motivation And State Anxiety Among Football Player

There has been a marked increase in internship participation in recent decades. Many students who take cooperative programs consider internships to be the most appropriate entry point into their chosen careers. However, few studies have investigated factors related to internships from an engagement-value perspective that can influence the intention to continue doing internships with firms. This study concluded that academic self-efficacy was positively related to school and firm engagement; school engagement did not significantly relate to, but firm engagement did positively relate to the perceived usefulness of internships; and perceived usefulness of internships was positively related to intention to continue doing internships.

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DISPOSITIONAL TRAITS AS PREDICTORS OF SELF-EFFICACY

10.36315/2021pad04 ◽

2020 ◽

pp. 32-44

Author(s):

Elena Lisá ◽

Keyword(s):

Personality Traits ◽

Achievement Motivation ◽

Self Efficacy ◽

Predictive Power ◽

Career Decision ◽

Self Control ◽

Personality Theory ◽

Domain Specific ◽

Specific Career ◽

General Self Efficacy

Introduction: We started from Bandura's theory of self-efficacy, the onion model of achievement motivation according to Schuler & Prochaska, and the 5-factor personality theory by Costa & McCrae. The study aimed to analyze the predictive power of achievement motivation and personality traits on general self-efficacyand domain-specific career decision self-efficacy. We expected the more significant relationship of stable personality characteristics with general self-efficacy than with specific-domain career decision self-efficacy. Methods: 690adult participants (university students and working adults) completed a career decision self-efficacy questionnaire,and 268of them a general self-efficacy scale. All participants also fulfilled an achievement motivation questionnaire and afive-factor personality theory questionnaire. Results: All five personality traits, combined with four dimensions of achievement motivation (dominance, confidence in success, self-control, and competitiveness) explain 61% of general self-efficacy variability. Extraversion, agreeableness, andconscientiousness with six achievement motivation dimensions (dominance, engagement, confidence in success, fearlessness, competitiveness, and goal setting) explain 42.5% of career decision self-efficacy variability. Discussion: Stable traits and achievement motivation dimensions had more significant predictive power on general self-efficacy than on domain-specific career decision self-efficacy. For further research, there is a suggestion about a theoretically and empirically integrated model of dispositional and social-cognitive approaches.

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Model Motivasi Trisula: Sintesis Baru Teori Motivasi Berprestasi

Jurnal Psikologi ◽

10.22146/jpsi.6951 ◽

2014 ◽

Vol 41 (2) ◽

pp. 218

Author(s):

Edy Purwanto

Keyword(s):

High School ◽

High School Students ◽

Public Schools ◽

Goal Orientation ◽

Achievement Motivation ◽

Junior High School ◽

Self Efficacy ◽

Task Value ◽

School Students ◽

Significant Loading

The purpose of this study was to find out a comprehensive model of achievement motivation appropriate for Indonesian students. Specifically, this study examined the contribution of task-value, self-efficacy and goal orientation in influencing students’ achievement motivation. The subjects of this research were 393 high school students, 219 of them are female and 174 are male. 46% of them were senior high school and 54% junior, high school students. 45% were from public schools and 55% from religion-based private schools. The task-value, self-efficacy, goal orientation and achievement motivation as scaling instruments used in this study were developed from Motivated Strategies for Learning Questionnaire Manual. The instruments had been tested and proved valid and reliable. Analysis of model testing data was done using technique of confirmatory factor analysis. The results showed that the trisula model of achievement motivation was reliable. The task-value, self-efficacy and goal orientation are significant loading factors for achievement motivation. The self-efficacy also is a significant loading factor for the task-value and goal orientation. Keywords: achievement motivation, goal orientation, self-efficacy, task-value

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DIFFERENCES BETWEEN DEAF AND HARD OF HEARING STUDENTS IN MOTIVATION FOR ACADEMIC ACHIEVEMENT

Journal Human Research in Rehabilitation ◽

10.21554/hrr.092112 ◽

2021 ◽

Vol 11 (2) ◽

pp. 151-158

Author(s):

Meliha Povlakic Hadziefendic ◽

◽

Esad H. Mahmutovic ◽

Keyword(s):

Academic Achievement ◽

Achievement Motivation ◽

Analysis Of Variance ◽

Hard Of Hearing ◽

Self Efficacy ◽

T Test ◽

Measuring Instrument ◽

Academic Achievements ◽

Tukey Test ◽

Significant Difference

Goal of this paper was to determine differences between deaf and hard of hearing (DHH) students in motivation for academic achievement and compared to hearing students. Sample was comprised of 94 students averaging 16.5 ± 1.34 years of age. Sample was divided into three groups (deaf, hard of hearing and hearing students). For examination, we used the following: Great Inventory of Achievement Motivation, measuring instrument for assessing students’ motivation for academic achievement, that is comprised of five subtests i.e. 13 areas of measurement (Suzic, 2006). For difference testing t-test was used along with analysis of variance (ANOVA). T-test determined statistically significant difference in areas of “self-efficacy “, “engagement”, “control” and “non-conformism”. Deaf and hard of hearing students displayed less motivation on these parameters than their hearing counterparts. In the area of “valuing academic achievements” DHH students together displayed, better motivation than their hearing counterparts and difference was statistically significant. With Analysis of Variance i.e. with additional Tukey test, we have determined that statistically significant difference is present only when comparing deaf and hearing students, but not when comparing hard of hearing and hearing students.

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Differences in the Psychological Profiles of Elite and Non-elite Athletes

Frontiers in Psychology ◽

10.3389/fpsyg.2021.635651 ◽

2021 ◽

Vol 12 ◽

Author(s):

Petar Mitić ◽

Jasmina Nedeljković ◽

Željka Bojanić ◽

Mirjana Franceško ◽

Ivana Milovanović ◽

...

Keyword(s):

Achievement Motivation ◽

Self Efficacy ◽

Time Perspective ◽

Elite Athletes ◽

Sport Performance ◽

Future Time Perspective ◽

National Team ◽

Talent Selection ◽

Positive Time ◽

Negative Time

One of the main goals of sport psychology is to identify those psychological factors that are relevant for sport performance as well as possibilities of their development. The aim of the study was to determine whether the set of specific psychological characteristics [generalized self-efficacy, time perspective, emotional intelligence (EI), general achievement motivation, and personality dimensions] makes the distinction between athletes based on their (non)-participation in the senior national team, that is, their belonging to the subsample of elite or non-elite athletes depending on this criterion. According to the group centroids it can be said that elite athletes are characterized by a positive high score in self-efficacy, emotionality, present fatalistic time perspective, past positive time perspective, and openness to experience. They are also characterized by low past negative time perspective, emotional competence, and future time perspective. Non-elite athletes have the opposite traits. The results have been discussed in the context of their application in the process of talent selection and development in sport as well as the development of life skills in athletes.

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