scholarly journals Parental Support for Learning and High School Students’ Academic Motivation and Persistence in Mathematics

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Sarita Y. Shukla ◽  
Angela K. Tombari ◽  
Michael D. Toland ◽  
Fred W. Danner
Keyword(s):  
High School ◽  
High School Students ◽  
Parental Support ◽  
Academic Motivation ◽  
School Students

scholarly journals The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

2021 ◽  
pp. 082957352110347
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Chiaki Konishi
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Parental Support ◽  
Critical Role ◽  
School Belonging ◽  
School Students ◽  
Academic Involvement ◽  
The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

scholarly journals Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students

2021 ◽  
pp. 19-34
Author(s):  
Joenel D. Coros ◽  
Dennis V. Madrigal
Keyword(s):  
High School ◽  
High School Students ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Family Income ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Senior High School Students

Aims: The absence of data complementing independent learning, which is vital in the pandemic-induced distance learning, propelled the conduct of study. The study aimed to assess Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students, and investigated what demographic variable may influence each. It also sought to determine the correlation between the constructs. Methodology: The study utilized descriptive and correlational design. Respondents were the 332 Grade-12 students from the Schools Division of Cadiz City, School Year 2020-2021, determined using multi-stage random sampling. Data were generated using the Self-Directed Learning Inventory, Self-Efficacy in Learning Form, and Academic Motivation Scale – High School Version. Data were analyzed using mean, standard deviation, chi-square test of association, and Spearman rho rank correlation. Results: There was no significant relationship between demographics and Self-Directed Learning, likewise with Academic Motivation. There was no significant relationship between sex and Self-Efficacy in Learning, however the latter had a significant relationship with family income (P=.05) and track (P=.03). There was a significant relationship between self-directed learning and self-efficacy in learning (P=.000), and between self-directed learning and academic motivation (P=.000). Conclusion: Student demographics do not influence their disposition to engage in learning activities and with their perceived reasons to participate in it. Family income, together with the track where they belong, may influence their belief in their innate capabilities. Students who are internally driven to learn, and who have strong belief in their capabilities, will find all means to master competence on academics, even without the help of other people.

scholarly journals Psychometric properties of the Adolescents’Academic Motivation Scale (AAMS) in a representative sample of Dominican Republic high school students

2022 ◽  
Vol 38 (1) ◽  
pp. 93-100
Author(s):  
Betty Reyes ◽  
Irene Fernández ◽  
Sergio Pérez-Belmonte ◽  
Saturnino De los Santos ◽  
José M. Tomás ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Dominican Republic ◽  
Latent Variables ◽  
Representative Sample ◽  
Structural Equation ◽  
Academic Motivation ◽  
School Students ◽  
Motivation Scale

Within the growing body of research that has focused on academic success, academic motivation has gathered considerable attention. The aim of this this research is to present the first validation of the Adolescents’ Academic Motivation Scale (AAMS). Total sample was composed by 1712 students of secondary education from two districts in the Dominican Republic. The main measurement outcome was the AAMS. Results from the CFA were satisfactory: χ2(5) = 57.73, p < .001; CFI = .970; RMSEA = .079 [.061, .097], and SRMR = .024. IRT analyses favored the two-parameter logistic model, indicating that items were not equally discriminant. Structural Equation Model with latent variables in which academic motivation was a significant predictor of grades resulted in excellent fit: χ2(53) = 182.76, p < .001; CFI = .980; RMSEA = .038 90% CI [.032, .044], and SRMR = .025. In sum, this work presents an exhaustive psychometric analysis of the AAMS in a representative sample of high school Dominican students. Entre el creciente cuerpo de investigación que se ha centrado en el éxito académico, la motivación académica ha captado considerable atención. El objetivo de esta investigación es presentar la primera validación de la Escala de Motivación Académica de los Adolescentes (EMAA). La muestra total estuvo compuesta por 1712 estudiantes de secundaria de dos distritos de la República Dominicana. La medida principal fue la EMAA. Los resultados del AFC fueron satisfactorios: χ2(5) = 57.73, p < .001; CFI = .970; RMSEA = .079, 90% CI [.061, .097], y SRMR = .024. Los análisis de TRI favorecieron al modelo logístico de dos parámetros, indicando que los ítems no fueron igualmente discriminativos. El Modelo de Ecuaciones Estructurales en el que la motivación académica predecía de forma estadísticamente significativa las calificaciones obtuvo un ajuste excelente: χ2(53) = 182.76, p < .001; CFI = .980; RMSEA = .038 [.032, .044], and SRMR = .025. En resumen, este trabajo presenta un exhaustivo análisis psicométrico de la EMAA en una muestra representativa de estudiantes dominicanos de instituto.

Neural Basis for the Relationship Between Academic Motivation and Academic Achievement

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Academic Motivation ◽  
Neural Basis ◽  
School Students ◽  
Grade Point ◽  
Academic Motivation Scale ◽  
Level Of Significance ◽  
The Relationship

The present study is an attempt to provide evidence to the neural basis of the relationship between academic motivation and academic achievement constructs. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study establish the prefrontal cortex of the brain as the neural basis for the relationship between academic motivation and academic achievement in the chosen subjects.

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