Motivation, cognitive engagement, and academic achievement

Sedaghat, Maryam; Abedin, Alireza; Elaheh, Hejazi; Hassanabadi, Hamidreza

doi:10.1016/j.sbspro.2011.04.117

Cited by 42 publications

(34 citation statements)

References 18 publications

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“…School functioning is often negatively affected in young people with CP, 139 particularly when there is comorbidity with depressive symptoms. 103 Assessment of school functioning should include a number of dimensions, 140, 141 namely: (1) school attendance, clarifying if the absence is due to pain or some other reason; (2) cognitive 142 and emotional 143 engagement (eg, self-regulation, studying habits and enjoyment, belonging, and attitudes toward every aspect of school); (3) academic performance (eg, grades across subjects, national standardized test scores, classroom participation); (4) self and teacher perceptions of academic competence 139 ; (5) participation in school activities (eg, clubs, school trips); and (6) social functioning in the school setting (eg, social activities, interaction with peers). The limited number of existing studies suggests that young people with CP may have fewer friends, are more isolated, and may be subjected to increased rates of victimization by 7…”

Section: Social Domainmentioning

confidence: 99%

Pediatric Chronic Pain: Biopsychosocial Assessment and Formulation

Liossi¹,

Howard²

2016

Pediatrics

224

119

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Chronic pain in children is an increasingly recognized clinical problem with alarmingly high prevalence rates found in some populations. Although it is not understood why some children experience high levels of pain, the subjective experience of chronic pain (including its site, intensity, quality, unpleasantness, and associated suffering) has long been believed to result from interactions between multiple contributors, including nociceptive, affective, sociocultural, behavioral, and cognitive. Regardless of whether the antecedent of chronic pain is known or unknown, similar patterns of symptoms, behaviors, and disability are often seen. Historically, however, there has been an unhelpful tendency to dichotomize chronic pain as either physical or functional in origin. However, recent studies strongly support a biopsychosocial basis to all pain, revealing its sensory emotional nature by showing that large distributed neural networks are accessed during nociceptive processing. The development and maintenance of chronic pain involve long-term changes in multiple integrated peripheral, spinal, and brain regions interacting in a complex way to shape the individual's experience. Hence, chronic pain from any cause cannot be viewed as a purely physical or psychological phenomenon, nor should it be expected that a unimodal approach to treatment will succeed. It follows that when assessing children and young people with chronic pain, information on a wide range of developmentally relevant dimensions, conveniently classified as biological, psychological, and sociocultural, should be gathered to formulate the potential causes, contributors, and effects of pain to devise an appropriate multimodal management plan.

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Section: Social Domainmentioning

confidence: 99%

Pediatric Chronic Pain: Biopsychosocial Assessment and Formulation

Liossi¹,

Howard²

2016

Pediatrics

224

119

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“…Currently, psychologists agree that students' achievements are the result of systematic interactions between various cognitive and motivational variables (Sedaghat, Abedin, Hejazi, & Hassanabadi, 2011).The learning outcomes of students depend not only on their cognitive abilities and applied learning strategies, but also many motivational and personal factors, such as goals (motives) of students' learning activity (Elliott, 1999), students' perceived abilities (Green & Miller, 1996), individual difference in ego orientation (desire for superiority) and task orientation (desire for understanding) (Nicholls, Cheung, Lauer, & Patashnick, 1989), psychological sense of school membership (Ferreira, Cardoso, & Abrantes, 2011), and other various characteristics. And in turn, the development of students' skills in the creative and research projects improves their learning motivation and quality of work (Darinskaya, 2012).…”

Section: Introductionmentioning

confidence: 99%

Role of Students and Supervisors’ Interaction in Research Projects: Expectations and Evaluations

Moskvicheva

Bordovskaia

Darinskaya

2015

Procedia - Social and Behavioral Sciences

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The success of research projects largely depends on the interaction of students and supervisors. Purposes of the study were to identify the students' expectations of interaction; and to compare the subjective supervisors' estimates of students' research abilities with students' research abilities measured by objective indicators. A sample consisted of students (bachelors, masters, graduates) and supervisors from different faculties of St.-Petersburg State University. The questionnaire; content analysis; psycho diagnostic techniques for studying students' intellectual abilities and research potential, and 10-point assessment scales for supervisors were used. Students' expectations from supervisors were described. It was shown that supervisors' evaluations were often inexact and correlated more with external indicators of research activity of students than with their intellectual capacities. Necessity of focused work to improve the accuracy of the mutual understanding of students and supervisors was substantiated.

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“…Many studies have been devoted to the identification of the factors leading to the success of the students' research; on the base of a review of many investigations it was defined a substantial contribution of students' cognitive features and motivation (Sedaghat et al, 2011). But equally important are the personal characteristics of students ensuring achievement of the required results at every stage of research.…”

Section: Problem Statementmentioning

confidence: 99%

The Role of Students’ Personality Characteristics in the Implementation of Scientific Research

Moskvicheva¹,

Kostromina²

2016

The European Proceedings of Social and Behavioural Sciences

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The contribution of students' cognitive features and motivation to ensuring their research achievements is sufficiently defined but the role of their subjective representations and personality characteristics is not studied enough. The study posed the questions: are there distinctions in students' attitudes toward different stages of a research work; what personality traits and values lead to preferences or underestimation of certain stages of a research? Questionnaire for students with seven 10-point scales for the assessment of different stages of research, The Big Five Personality Test (5PFQ), Rokeach Value Survey (RVS), mathematical methods (descriptive analysis, Kendall correlation coefficient, and Mann-Whitney U test) were applied to evaluate the study objectives. The sample consisted of 75 4th year students of St. Petersburg State University (mean age 22.9±1.3). The study revealed the ambivalent attitude of students to the stages of scientific work involves planning of tasks, problem statement and selection of methods and techniques, and also influence of students' personality features on preference for certain types of scientific activity. There were found multiple correlations between students' personality traits (persistence, curiosity, emotional stability, and sensitivity), students' values (knowledge, creativity, tolerance, productivity) and their attitudes toward research activity.

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Motivation, cognitive engagement, and academic achievement

Cited by 42 publications

References 18 publications

Pediatric Chronic Pain: Biopsychosocial Assessment and Formulation

Pediatric Chronic Pain: Biopsychosocial Assessment and Formulation

Role of Students and Supervisors’ Interaction in Research Projects: Expectations and Evaluations

The Role of Students’ Personality Characteristics in the Implementation of Scientific Research

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