Academic buoyancy, academic motivation, and academic achievement among filipino high school students

Datu, Jesus Alfonso Daep; Yang, Weipeng

doi:10.1007/s12144-019-00358-y

Cited by 40 publications

(42 citation statements)

References 45 publications

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“…In a similar vein, an individual who is experiencing high and intense levels of motivation (SF) to achieve a certain goal (PB) may be highly competent to deal with everyday failures and can conquer them. Datu and Yang (2019) have explained this attribution in terms of the direct effects of intrinsic motivation on academic buoyancy.…”

Section: Discussionmentioning

confidence: 99%

A model of language students’ sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement

2021

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This study attempts to add new empirical evidence on the psychological aspects of language learning. The research examined potential interactions among sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement in a single research design. To this end, 376 English as a foreign language (EFL) students at universities and private language institutes participated in the study. The conducted analyses revealed significant associations among the constructs. These findings are discussed from the perspective of current theory and research on the ways via which sustained flow, personal best, and buoyancy may contribute to language learning and how evaluation apprehension may dwindle language success. The implications and suggestions for future research are also discussed.

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Section: Discussionmentioning

confidence: 99%

A model of language students’ sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement

2021

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“…The reason for these results might be that lack of intimacy and conflict with friends reduce their class attendance (Kassarnig et al, 2018) and diminish the opportunities to ask their friends for help when they have problems (wahyu ariani, 2017;Wentzel et al, 2018). This situation directs leads them to feel hopeless when they have problems or feel incapable of dealing with day-to-day obstacles (Datu & Yang, 2019;S. Yu & Levesque-Bristol, 2018) and in turn causes them to have less energy and time to deal with the problems, which decreases their motivation to pursue academic goals (wahyu ariani, 2017).…”

Section: Discussionmentioning

confidence: 99%

Friends’ Support, Motivation to Learn, Emotional Adjustment, and Academic Performance among Indonesian First-year students

Shanti

Janssens²,

Setiadi

2021

jpsi

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First-year students face academic and social challenges which will undermine their motivation to learn and emotional adjustment. Friends’ support helps them to cope which then influences their academic performance. This study aimed to investigate relations between friends’ support and academic performance, as mediated by a motivation to learn and emotional adjustment. Participants were 327 first-year university students at the end of their first year, recruited from random cluster sampling. Datawereanalyzed using Sobel Test indicated that motivation to learn and emotional adjustment fully mediated the relationship between friendship quality and academic performance, between lack of intimacy with friends and academic performance, and between conflict with friends and academic performance. Friends provide support which enables students to have discussion to solve their difficulties in facing academic challenges and to disclose their thoughts and feelings to face their emotional challenges. We recommend that further studies collect the data from students in each year and universities to design a curriculum that promotes supportive collaboration among students.

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“…The study was conducted for three important reasons. First, although the majority of previous research has focused on the relationships between many variables such as academic motivation, academic achievement, self-efficacy, and learning motivation (Areepattamannil, 2014;Çekim & Aydın, 2018;Çetin, 2015;Datu & Yang, 2019;Karaman et al, 2020;Klem & Connell, 2004;Koca & Dadandı, 2019;Liu & Hou, 2018;Önder et al, 2014;Sıcak & Başören, 2015;Zorbaz, 2018), this study examined whether academic amotivation predicts academic achievement in middle school students. Secondly, in the existing literature in Turkey, little is known about the extent to which amotivation could predict academic achievement in a sample of middle school students (e.g., Akgümüş, 2020;Aydın & Çekim, 2017).…”

Section: The Construct Of Academic Amotivation Beliefsmentioning

confidence: 99%

The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students

Ilter¹

2021

Kuramsal Eğitimbilim

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This study aimed to determine whether academic amotivation predicts academic achievement in middle-school students. In addition, it was examined whether the students' academic amotivation levels differed by their gender. Study sample consisted of 342 eighth-grade students from middle-schools in Kahramanmaras city in Turkey. Data were collected from Academic Amotivation Inventory. A simple-linear regression analysis was utilized to examine to what extent academic amotivation accounted for variance in academic achievement. The t-test analysis was used to determine whether amotivation types would differ by gender. Regression analysis results showed that academic amotivation was a significant negative predictor of academic achievement. Results also indicated that significant differences were found between the levels of academic amotivation of students by their gender. Boys were found to be more academically amotivated towards school-related activities and tasks than girls. The reason for the gender difference was that the level of amotivation due to effort beliefs, values placed on the tasks, and characteristics of the tasks, for boys were found significantly to be higher than for girls.

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Academic buoyancy, academic motivation, and academic achievement among filipino high school students

Cited by 40 publications

References 45 publications

A model of language students’ sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement

A model of language students’ sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement

Friends’ Support, Motivation to Learn, Emotional Adjustment, and Academic Performance among Indonesian First-year students

The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students

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