scholarly journals Assertiveness and Academic Achievement Motivation of Adolescent Students in Selected Secondary Schools of Harari Peoples Regional State, Ethiopia

2018 ◽  
Vol 6 (4) ◽  
pp. 40
Author(s):  
Galata Sitota
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Positive Relationship ◽  
Rating Scale ◽  
Educational Status ◽  
Adolescent Students ◽  
Regional State ◽  
Point Rating Scale ◽  
Academic Achievement Motivation ◽  
The Relationship

The present study aimed to examine the relationship between assertiveness and academic achievement motivation of adolescent students in selected secondary schools of Harari Peoples Regional State among a sample of 332 (145 males and 187 females). Data were collected through the twenty-four-item of academic achievement motivation (AAM) inventory with four-point rating scale that was adapted from previous versions and scales for assessing Assertive Behaviour a thirty-item instrument with six-point rating scale ranging from (+3, very characteristic of me to -3, very uncharacteristic of me) that was adapted from previous research. Data were analyzed employing a blend of both descriptive and inferential statistical methods that successively conducted to examine the level of assertive behavior employing one-sample mean test and combined effects of independent variables on dependent variable (academic achievement motivation) were made employing regression analysis. Findings indicated that; Harari peoples regional state adolescent student’s participated in present study were scored low on the assertiveness; male adolescents were found to be better in their levels of assertiveness than their female adolescent counterparts. With pertaining to the relationship between assertiveness and academic achievement motivation was concerned, there was a statistically significant positive relationship between them. Additionally, it was found that there was a statistically significant positive relationship between parental educational status and assertiveness. Unlike assertiveness and parental educational status, sex appeared to be a less important factor in explaining adolescents’ academic achievement motivation. Attempts were made to explain findings within the existing ecological and socio-cultural practices of the study area. Recommendations were also suggested as to how to properly address the gaps noted in this research.

scholarly journals The Relationship Between Religious Attitudes and Academic Motivation of Nursing and Midwifery Students: A Descriptive-Analytical Study

2020 ◽  
Vol 21 (10) ◽  
Author(s):  
Naval Heydari ◽  
Roksana Janghorban ◽  
Marzieh Akbarzadeh
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Academic Motivation ◽  
Analytical Study ◽  
Pearson Correlation ◽  
Significance Level ◽  
Religious Attitudes ◽  
Religious Attitude ◽  
Academic Achievement Motivation ◽  
The Relationship

: Religious attitude is one of the factors affecting mental health; thus, considering motivation as a psychological factor, this study aimed to investigate the relationship between religious attitudes and academic motivation of nursing and midwifery students. This descriptive-analytical study was conducted on 139 nursing and midwifery students of Shiraz University of Medical Sciences who were selected randomly in 2016. The questionnaire consisted of 3 parts of demographic data, religious attitude questionnaire of religion attitude scale-review (RAS-R), and academic motivation adopted from the questionnaire developed by Hermens. The mean score of the students’ academic achievement motivation was 83.56 ± 8.29, and that of religious attitude was 97.2 ± 15.5. The relationship between the total score of the student's academic motivation and religious attitudes based on the Pearson correlation coefficient test was significant, with P < 0.001 at a significance level of 0.01. Based on the linear regression test, also the relationship between the two variables at a significance level of ≤ 0.05 was significant with P < 0.001, r = 0.412, and r2 = 0.164. So, a positive relationship was observed between religious attitudes and academic achievement motivation in students.

Attitudes of Parents and Guardians towards Education, School and Teachers, and Children's Academic Achievement

1996 ◽  
Vol 79 (3_suppl) ◽  
pp. 1387-1390 ◽  
Author(s):  
Varghese I. Cherian ◽  
Lily Cherian
Keyword(s):  
Academic Achievement ◽  
Analysis Of Variance ◽  
Positive Relationship ◽  
Education School ◽  
Relationship Of ◽  
The Relationship

To study the relationship of parents' attitudes towards teachers, school, and education with the academic achievement of their children, a questionnaire was given to the parents of 1021 Standard 7 pupils (369 boys and 652 girls) randomly chosen from the Standard 7/Year 9 population of 14,765 boys and 26,109 girls. Analysis of variance indicated a positive relationship between parents' attitudes and the academic achievement of their children regardless of whether the children's parents were deceased or alive.

scholarly journals Stress as related with Conduct and Achievement in Adolescent Students

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Priyanka Gautam ◽  
Madhurima Pradhan
Keyword(s):  
Academic Achievement ◽  
Mental Stress ◽  
Stress Reactions ◽  
Government Schools ◽  
Male Adolescents ◽  
Adolescent Students ◽  
Environmental Event ◽  
Teachers And Parents ◽  
Relationship Of ◽  
The Relationship

Stress reactions occur when an environmental event taxes one’s ability to cope. The study investigated the relationship of stress with conduct and achievement. A sample of 60 students (14-18 years) from Government schools was incidentally selected. Stress was measured with the help of a scale by (Tubesing and Tubesing, 1983) which assesses symptoms of physical, emotional and mental stress. Conduct was assessed in terms of the judgment of class teacher on a bipolar adjective checklist developed by the researcher about different behaviours of the student like punctuality, perseverance etc. Average marks obtained by a student throughout one academic session was used as a measure of academic achievement. The results revealed higher level of stress, specially emotional stress among male adolescents as compared to females; better conduct and academic achievement by females. Mental stress was found to be negatively correlated with achievement for both but with conduct for females only. Overall stress was found to be significantly negatively correlated with achievement in females; positive correlation between conduct and academic achievement was found. The study implies that out of different forms of stress, mental stress has more deleterious impact on academic achievement of adolescents; although females have been found to be higher in good conduct, mental stress undermines it too. Findings suggest a need for training of teachers and parents to help their wards in developing the skills to manage mental stress.

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.

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