Motivation to Learn and Achievement

Denzine, Gypsy M.; Brown, Ric

doi:10.1007/978-3-319-00152-4_2

Cited by 13 publications

(8 citation statements)

References 53 publications

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“…Achievement motivation is enacted when an individual strives to be competent [17]. A related construct is Brophy's "motivation to learn," which is describes as more than doing the bare minimum to meet the requirements, but deliberately engaging in academic tasks with the intent to acquire new knowledge or skills [18].…”

Section: Motivationmentioning

confidence: 99%

The Relationship between Self-regulation, Self-efficacy, Test Anxiety and Motivation

Adesola¹,

Li²

2018

IJIET

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The objective of this research was to investigate the relationship between self-efficacy, self-regulation, test anxiety and motivation as well as the relationship between test anxiety and academic performance. Twenty-four students of Computer Science in year two of their studies were examined in this study. Self-efficacy was found to be highly correlated with cognitive strategy use and self-regulation indicating that students who report high in self-regulation also applied cognitive strategy and self-efficacy in achieving their goals. The results also revealed that students that report high in self-regulation are more likely to report high in cognitive strategy use. Furthermore, the result of the study revealed that there is high correlation between test anxiety and academic outcomes.

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Section: Motivationmentioning

confidence: 99%

The Relationship between Self-regulation, Self-efficacy, Test Anxiety and Motivation

Adesola¹,

Li²

2018

IJIET

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Section: A Motivation In Learningmentioning

confidence: 99%

Investigating the Impact of Learners Emotions on Academic Performance and Motivation Using Ethnography

Adesola¹,

Li²

2018

IJIET

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Abstract-Researches has shown that students experience a wide range of emotions in class and while doing test and this thus have consequences on learning and achievement. This research therefore tried to find out the effect of achievement pressure and expectation of failure on students'. Students' motivation and academic performance were examined with a sample of twenty-four students of Computer Science in 200 level. The results of the investigation revealed that students' motivation and action are settings to consider when investigating the different types of emotions students experience while in class and doing test. The results also revealed that there is significant difference between class-related emotions and test-related emotions on students' hypotheses for patterns within and between domains. IndexTerms-Academic performance, emotions, ethnography and motivation.

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“…Sin embargo, en las últimas dos décadas se ha visto una disminución en el número de estudiantes interesados en la ciencia. Para muchos maestros es un verdadero desafío mantener el entusiasmo de los estudiantes por la escuela y la motivación para aprender (Denzine y Brown, 2015). En estas condiciones, es muy importante que los docentes utilicen las mejores estrategias para motivar a los estudiantes (Palmer, 2007).…”

Section: Introductionunclassified

Motivación académica y desempeño en física en un grupo de estudiantes de un liceo rumano

Ruzsa¹

2020

RIEE

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El presente estudio, cuantitativo y transversal, tuvo como objetivo determinar si las dimensiones de la motivación académica son predictoras significativos de las calificaciones de física de 96 estudiantes de nivel medio superior de una escuela en Rumania, con especialización en matemática e informática. Se utilizaron la Escala de Motivación Académica (AMS HS-28) y registros de calificaciones escolares para medir el desempeño en física. Para el análisis de los datos se utilizó la regresión lineal múltiple. Los resultados mostraron que la motivación intrínseca para el conocimiento es un predictor positivo de las calificaciones de física (β = .476, p = .009), y que la motivación extrínseca es un predictor negativo (β = - .491, p =.001). Se observó también que existe una diferencia significativa entre los dos sexos en la subescala de motivación de inducción extrínseca (t = 2.559, p = .012), pues las niñas tuvieron una media de 19.4 y los niños una de 15.8. Se concluye que la motivación intrínseca tiene una relación positiva con el desempeño académico en física, por lo que es necesario que el docente cultive los recursos de la motivación intrínseca permitiendo al mismo tiempo el desarrollo de la autonomía del alumno.

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Motivation to Learn and Achievement

Cited by 13 publications

References 53 publications

The Relationship between Self-regulation, Self-efficacy, Test Anxiety and Motivation

The Relationship between Self-regulation, Self-efficacy, Test Anxiety and Motivation

Investigating the Impact of Learners Emotions on Academic Performance and Motivation Using Ethnography

Motivación académica y desempeño en física en un grupo de estudiantes de un liceo rumano

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