Mindset, Academic Motivation, And Academic Self-Efficacy As Correlates Of Academic Achievement Among Undergraduate Students in Communication Sciences and Disorders Programs

Abstract

Higher education serves many stakeholders including students, parents, faculty, staff, university administrators, and other contributors. Those stakeholders are all linked with one purpose: the success of the student. That success or failure is most commonly measured by achievement through grade point average (GPA). The academic demands within the college/university setting is high. Limited academic achievement can result in academic failure, being placed on academic probation, even losing scholarships and grants. Students enter college, progress through college, and often graduate without having a real understanding for what it truly takes to be academically successful and what factors may contribute to that success. The study examined the extent to which types of mindset, academic motivation, and academic self-efficacy correlated with academic achievement among undergraduate communication sciences and disorders students. Method Undergraduate communication sciences and disorders students in the Great Lakes States of Michigan, Indiana, Ohio, and Illinois completed a 75-item survey to determine the correlation between academic achievement and mindset, academic motivation, and academic self-efficacy. Descriptive analysis, Spearman Rank correlation, and categorical regression (CATREG) were used to analyze the data. Results Results of this current study indicate that undergraduate communication sciences and disorders students report average to higher than average GPAs. Undergraduate communication sciences and disorders students have very high extrinsic motivation (M = 5.90), high intrinsic motivation (M = 5.22), and very low amotivation (M = 1.62). Fifty-four percent of undergraduate communication sciences and disorders students have high self-efficacy and higher growth mindset than fixed mindset. The results of this study indicate that amotivation is negatively correlated to academic achievement. Therefore, the higher the academic achievement, the lower the amotivation. Academic self-efficacy is also correlated to academic achievement. Hence, the higher the academic self-efficacy, the higher the academic achievement. Conclusions Undergraduate communication sciences and disorders students, who are "average

Academic Motivation of First-Year Pedagogical Students in Vietnam: Case Study

“…There are studies that look deeply into the factors related to and affecting academic motivation in general as well as each students' particular type of motivation (Tariq, 2011;Hazrati-Viari et al, 2012;Cigan, 2014;Massari, 2014;Luu, 2015;Ferguson, 2017;Litalien et al, 2017;Raza, Shah, 2017;Wang et al, 2017). There are studies on trials and recommendations for development strategies to promote students' academic motivation (Elliott et al, 2005;Amoura et al, 2015;Tran, 2015;Nguyen, 2015b;Dang, 2015;Nguyen, 2017;Fatima et al, 2018;Stolk et al, 2018).…”

“…Several studies have been conducted on students' academic motivation in various majors; these studies explore the current situation, take into account and examine the variables that have an influence on students' academic motivation in the unique training setting of each major (computer science, communication science, police training, teacher training, political training, tourism training, military training, law enforcement training (Herman, 2012;Nguyen, 2015b;Nguyen, 2015c;Luu, 2015;Manh, 2015;Tran, 2015a;Huynh, Nguyen, 2015;Ferguson, 2017;Zhang et al, 2017). In addition, there are a number of studies on the influence of students' academic motivation and learning attitudes on their own learning results (Elliott et al, 2005;Taylor et al, 2014;Luu, 2015;Bui, 2017;Zhang et al, 2017).…”

تباين العقلية في ضوء كل من فاعلية الذات الحاسوبية ‏والمسئوليةعن التعلم لدى طلاب كلية التربية جامعة ‏الأزهر

“…, (Dweck, 2002) Dweck et al, 2004, Rangel, 2017Ferguson, 2017, (McCoach & Flake, 2018 Dweck, 2006;Hong et al, 1999, Rangel, 2017 ‫ﺍﻟﻤﻨﻅـﺭﻴﻥ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻋﻘﻠﻴﺔ‬ ‫ﺫﻭﻱ‬ ‫ﻓﺈﻥ‬ ‫ﺍﻟﻨﻘﻴﺽ‬ ‫ﻭﻋﻠﻰ‬ ، ‫ﺍﻟﺘﺭﺍﻜﻤﻴﻴﻥ‬ incremental theorists ‫ﻷﻥ‬ ‫ﺍﻟـﺘﻤﻜﻥ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻴﺘﺒﻨﻭﺍ‬ ‫ﺃﻥ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﻤﺤﺘﻤل‬ ‫ﻤﻥ‬ ‫ﻴﺘﺒﻨﻭﺍ‬ ‫ﻟﻜﻲ‬ ‫ﻀﺭﻭﺭﻱ‬ ‫ﺍﻋﺘﻘﺎﺩ‬ ‫ﻭﻫﻭ‬ ‫ﻟﻠﺘﻐﻴﺭ،‬ ‫ﻗﺎﺒﻠﺔ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻋﻨﺩﻫﻡ‬ ‫ﺃﻨﻬـﺎ‬ ‫ﺤﻴـﺙ‬ ‫ﺍﻟـﺘﻤﻜﻥ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺍﻟﻔـﺭﺩ‬ ‫ﻗـﺩﺭﺓ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﺘﺘﻀﻤﻥ‬ . Dweck, 2006;Hong et al, 1999, Rangel, Dweck, 2006;Hong et al, 1999 Dweck, 2006;Hong et al, 1999;Rangel, 2017) .…”