Motivational and cognitive variables with impact on academic performance Preliminary study

Paloş, Ramona; Munteanu, Anca; Costea, Iuliana; Macsinga, Irina

doi:10.1016/j.sbspro.2011.03.063

Cited by 10 publications

(8 citation statements)

References 13 publications

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“…For example, Oke and Musta"Amal (2013) addressed the use of inner motivation and thinking styles as a tool to assess students. In a study by Paloş et al (2011), thinking styles and motivation were considered as variables determining success. In another study, Navan and Shariatmadari (2015) noted that there was a positive relationship between students" motivation to achieve academic success and thinking styles, similar to the findings of this study.…”

Section: Discussionmentioning

confidence: 99%

Motivation to learn Turkish in foreign students with different thinking styles in terms of functional and formal aspects

Varışoğlu¹

2018

Educ. Res. Rev.

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The aim of this study was to determine the level of motivation to learn Turkish among foreign students with different thinking styles in terms of the functional and formal aspects of these thinking styles. The survey model was used in the study. The participants in the study were 51 foreign students (33 female, 18 male) who were studying at the TÖMER (Türkçe Öğretim Merkezi [Center of Turkish Language Teaching]) at Gaziantep University in the 2016-2017 academic year and who were selected by the convenience sampling technique. The Thinking Styles Inventory and Turkish-Oriented Motivation Scale were used to obtain the data. The data collected were analysed by descriptive and relational analysis techniques and presented with averages, standard deviations, analysis of variance (Chi Square) and the Mann Whitney U-test. According to the findings obtained, the motivation of the foreign students with different thinking styles to learn Turkish was at a moderate level. It was determined that the following motivating factors were predominant in the motivational sub-dimensions: among legislative and anarchic thinkers, the sub-dimension of research; among executive and monarchic thinkers, the subdimension of performance; among legislative and hierarchic thinkers, the sub-dimension of communication; among executive and hierarchic thinkers, the sub-dimension of cooperation; and among judicial and monarchic thinkers, the sub-dimension of individual success.

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Section: Discussionmentioning

confidence: 99%

Motivation to learn Turkish in foreign students with different thinking styles in terms of functional and formal aspects

Varışoğlu¹

2018

Educ. Res. Rev.

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“…Outros estudos vêm demonstrando que os professores estão a fazer novas atribuições sobre o fracasso escolar, deslocando-o, do âmbito da escola e do professor, para o aluno e para a família (Gama e Jesus, 1994;Maluf e Bardelli, 1991;Oliveira, 1998). Padrões de atribuição de fracasso centrados no aluno determinam, por vezes, esquemas de recompensas e punições inócuos ou prejudiciais e a não implementação de ações efetivas de combate ao insucesso por parte do professor (Barros, Barros e Monteiro Neto, 1993).…”

Section: Atribuições Causais Do Desempenho Escolar E Suas Implicaçõesunclassified

“…Atualmente, a investigação sobre a relação entre as características intelectuais e os desempenhos individuais valoriza um conjunto de variáveis pessoais como moderadoras de tal relação. Esses estudos englobam um conjunto de variáveis como as expectativas de locus de controle, o desânimo aprendido, a autoeficácia e as atribuições causais, sendo denominadas no seu conjunto de variáveis sociocognitivo-motivacionais (Marić e Sakač, 2014;Palos et al, 2011).…”

Section: Introductionunclassified

Teoria(s) da atribuição: um quadro explicativo para o rendimento acadêmico

Ferreira

2019

Rev. Bras. Educ.

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RESUMO O processo atribucional originou uma enorme diversidade de trabalhos teóricos e empíricos nos últimos 60 anos, representando uma área de investigação marcante em vários domínios da prática psicopedagógica. Este artigo apresenta uma revisão histórica, evolutiva e sistemática da literatura acerca do contributo das variáveis sociocognitivo-motivacionais para a aprendizagem, enfatizando a relevância do processo atribucional no rendimento acadêmico.

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“…Thus, if higher intelligence quotient (IQ) is related to better Mental Attention performance, would children with higher IQ levels also be more efficient in visual search tasks under high working memory loads? Also, metacognitive strategies are associated with better performance in cognitive tasks (Bewick et al, 1995) and better academic performance (Pintrich and de Groot, 1990;Paloş et al, 2011). During a visual search, there are two moments when participants could use metacognitive strategies: when coding the target in working memory (for instance by repetition or by mental imagery) and organizing visual tracking (looking in reading-order, up-down, left-right).…”

Section: Introductionmentioning

confidence: 99%

I can look for it! Modulation of a concurrent Visual Working Memory task in Visual Search in development

2022

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Daily classroom activities that require children to perform visual search (VS) tasks are common across all educational levels: from searching for a missing piece of a puzzle in kindergarten to solving equations in college. However, VS tasks are often not performed in isolation, but rather students are maintaining information related to an ongoing task that loads working memory (WM). Unfortunately, it is still unclear how these processes interact and evolve in development. The present work aims to study how a concurrent visual WM (VWM) load can modulate VS performance based on the Developmental Model of Endogenous Mental Attention (Pascual-Leone and Johnson, 1999, 2005, 2021). A sample of kindergarten, elementary (2nd and 4th grades), middle school (6th grade), and college students looked for real-world photorealistic targets while maintaining similar objects in VWM in a dual-task paradigm. VWM load was manipulated using high and low memory load conditions. Additionally, looking for potential modulations related to individual differences, we studied the relationship between IQ, VWM span, and executive functions with VS efficiency. Finally, we also registered reported measures of potential strategies employed during the VS task. The results from a large sample of 147 participants between 5 and 25 years old revealed that even the youngest children could efficiently perform a VS task with a concurrent VWM load, replicating previous results found in adulthood. However, we found a slight increase in false alarms and commission errors when memory was highly loaded for all the participants regardless of age. As expected, we found positive correlations between VS efficiency and IQ and VWM span measures. Interestingly, the proportion of participants who used tracking organization strategies increased with age in all cases. However, although cognitive strategies to remember the target became more complex as age increased, it was only significant under the low VWM load conditions. The results seem relevant to understanding the development of VS based on the Model of Endogenous Mental Attention and the design of training programs to improve attention. The implications in educational contexts are discussed and are especially relevant for students with learning disabilities or attention problems.

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Motivational and cognitive variables with impact on academic performance Preliminary study

Cited by 10 publications

References 13 publications

Motivation to learn Turkish in foreign students with different thinking styles in terms of functional and formal aspects

Motivation to learn Turkish in foreign students with different thinking styles in terms of functional and formal aspects

Teoria(s) da atribuição: um quadro explicativo para o rendimento acadêmico

I can look for it! Modulation of a concurrent Visual Working Memory task in Visual Search in development

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