Achievement Motivation across Gender and Different Academic Majors

Shekhar, Chandra; Devi, Rachna

doi:10.5539/jedp.v2n2p105

Cited by 43 publications

(47 citation statements)

References 21 publications

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“…This result is consistent with the findings of other researchers that state that male and female science students did not differ in science motivation (e.g., Britner, 2008;Shekhar & Devi, 2012). In terms of major, science majors did have higher motivation levels to learn science compared to nonscience majors, showing greater statistical difference.…”

Section: Addressing Construct Validity Of the Questionnairesupporting

confidence: 82%

Assessing Science Motivation for College Students: Validation of the Science Motivation Questionnaire II using the Rasch-Andrich Rating Scale Model

You

Kim

Black

et al. 2018

EURASIA J MATH SCI T

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Motivation in science learning is believed to be essential for students' pursuit of college-level studies and lifelong interest in science. Yet, the trend of low levels of motivation in learning science continued in college can be linked to a national concern about low scientific literacy levels and science career aspirations. To diagnose the current status of motivation of college students, it is important to have an instrument that can assess students' motivation. The purpose of the present study is to examine the level of motivation of college students and establish the validity and reliability of a motivation questionnaire-the Science Motivation Questionnaire II (SMQ II) developed by Glynn et al. (2011)-using the Rasch-Andrich rating scale model. The original instrument consists of 25 items allocated in five sub-factors. Both person separation reliability and item separation reliability were excellent. The item separation index indicated good variability of the items and the five rating scale functioned well. All Infit and Outfit measures in the Rasch analysis demonstrated a lack of unidimensionality of the science motivation construct in the SMQ II, which supports the deletion of two items to satisfy the unidimensional structure.

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Section: Addressing Construct Validity Of the Questionnairesupporting

confidence: 82%

Assessing Science Motivation for College Students: Validation of the Science Motivation Questionnaire II using the Rasch-Andrich Rating Scale Model

You

Kim

Black

et al. 2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…These findings conflict with those of the pre-study when only intellectual flexibility exhibited significant differences between males and females. Our findings related to achievement motivation are in line with those of past studies demonstrating significant differences between male and female college students (Martin, 2004;Salili, 1996;Shekhar & Devi, 2012). Female students scored significantly higher than males in the area of achievement motivation, possibly because females tended to view themselves as achieving in academics and having a good attitude toward school.…”

Section: Life Effectivenesssupporting

confidence: 91%

“…Female students scored significantly higher than males in the area of achievement motivation, possibly because females tended to view themselves as achieving in academics and having a good attitude toward school. Male students might be more susceptible to underachievement and were less likely to perceive achievement in general as valued outcome (Shekhar & Devi, 2012). In this study, achievement motivation refers to participants' intention to do their best and get the best results if given a project.…”

Section: Life Effectivenessmentioning

confidence: 95%

“…This lack of interest in youth programmes could be possibly due to various demographic factors, such education level, gender, and previous involvement in youth programmes. Regarding gender, past studies (e.g., Homan, Dick & Hedrick, 2007;Shekhar & Devi, 2012) found that girls perceived youth programmes more positively than boys. Possible explanations of this difference are that girls are generally more perceptive of their environment (Patel & Buiting, 2013) and that women are more likely to be affected by context (Croson & Gneezy, 2009;Miller & Ubeda, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Life effectiveness and Attitude towards the Psy4life Program

Cosmas¹,

Chua²,

Hashmi³

2016

The European Proceedings of Social and Behavioural Sciences

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This study examines differences across gender in eight components of life effectiveness in pre-and post-studies. This study also measures differences in rural youths' attitudes toward positive youth development (Psy4life) programme across three demographic factors (gender, educational level, and past involvement in youth programmes). We predicted that there would be differences between male and female in life effectiveness and its components and that there would be differences in youths' attitudes toward Psy4life programme according to the three demographic factors. Twenty rural youths participated in Psy4Life programme (9 male, 45%; 11 female, 55%; mean age: 15.3, SD=1.81). In the post-study, Mann-Whitney U Test results showed significant differences between males and females in life effectiveness and three of its components (achievement motivation, intellectual flexibility, and leadership). In the pre-study, only intellectual flexibility was associated with significant gender differences. There were no significant differences in attitudes toward Psy4life programme across gender, education level, and past involvement in youth programmes. We assumed that female participants might be more motivated, open to new ideas, and capable of leading a group than male youth. Attitudes towards youth programmes might differ based on other factors, such as extrinsic and intrinsic motives, which need to be examined in the future.

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“…The result of the research show motivation level of female and male differed significantly [19] [20]. Research from Eymur and Geban show females got higher scores in all motivation types [21].…”

Section: Research Results and Discussionmentioning

confidence: 99%

The Relationship between Learning Motivation and Learning Outcome of Junior High School Students in Yogyakarta

Alhadi¹,

Saputra²

2017

Proceedings of the 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017)

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Abstract-Qualified education is the governments' desire in the effort to support skilled human resources. One indicator of successfully qualified education is the high-level learning outcome achieved by the students. Learning outcomes are important indicators for both teacher and student. One of the factors determining students' learning outcome is learning motivation. Motivated students tend to find beneficial and meaningful academic activities for themselves. This study aims to know the relation between learning motivation and learning outcome of Junior High School students in Yogyakarta. This study applies non-experimental research through correlational design. The population of this study includes 16 Junior High Schools in Yogyakarta. By using cluster sampling, this study takes 515 students as the samples. This study employs statistical analysis technique using regression analysis. The findings of this study show that learning motivation significantly relates to the students' learning outcome in Junior Highs School of Yogyakarta. The results of research recommend every counselor at schools to manage assisted learning program that can help students to motivate themselves in improving their learning outcome.

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Achievement Motivation across Gender and Different Academic Majors

Cited by 43 publications

References 21 publications

Assessing Science Motivation for College Students: Validation of the Science Motivation Questionnaire II using the Rasch-Andrich Rating Scale Model

Assessing Science Motivation for College Students: Validation of the Science Motivation Questionnaire II using the Rasch-Andrich Rating Scale Model

Life effectiveness and Attitude towards the Psy4life Program

The Relationship between Learning Motivation and Learning Outcome of Junior High School Students in Yogyakarta

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