Relationship Between Academic Motivation and Mathematics Achievement Among Indian Adolescents in Canada and India

Areepattamannil, Shaljan

doi:10.1080/00221309.2014.897929

Cited by 20 publications

(20 citation statements)

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“…In addition, the results show that extrinsic motivation was not a significant predictor of students' academic achievement in the presence of the other two affective variables (i.e., intrinsic motivation and anxiety level). This result is consistent with other studies which found that extrinsic motivation is less effective on students' achievement compared with intrinsic motivation (e.g., Areepattamannil, 2014b;Lemos & Veríssimo, 2014;Lin, McKeachie, & Kim, 2003). …”

Section: Discussionsupporting

confidence: 83%

“…It was found that intrinsic motivation pushes learners towards using multiple learning resources and higher order learning strategies (Yusri et al, 2013). Also, intrinsic motivation, but not extrinsic motivation, was reported to significantly predict course grades of students (e.g., Areepattamannil, 2014b;Lepper, Corpus, & Iyengar, 2005;Lynch, 2006).…”

Section: Review Of European Studiesmentioning

confidence: 99%

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Learning Processes and Academic Achievement among Omani School Students

Alrajhi¹,

Alkharusi²,

Aldhafri³

2016

RES

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This study examined the competing role of cognitive and affective learning processes used by students on predicting their academic achievement. The sample included 342 students from different schools in Oman (female=74.6%). The participants responded to a group of measures as part of a national study examining different learning variables. For the purpose of the current study, the participants' data of six measures (i.e., critical thinking strategies, organizational strategies, memory strategies, intrinsic motivation, extrinsic motivation, and anxiety) were obtained. In addition, the students' grade average point (GPA) using their reported grades were also used. The findings showed that out of the affective model, anxiety level and intrinsic motivation were significant predictors of students' academic achievement. However, critical thinking was the only predictor of academic achievement from the cognitive model.

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Section: Discussionsupporting

confidence: 83%

Section: Review Of European Studiesmentioning

confidence: 99%

Learning Processes and Academic Achievement among Omani School Students

Alrajhi¹,

Alkharusi²,

Aldhafri³

2016

RES

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“…Studies claimed that Mathematics Learning Strategy factors are all significant in improving students' mathematical achievement (Areepattamannil, 2014;Ifamuyiwa & Ajilogba, 2012;Sartawi, Alsawaie, Dodeen, Tii, & Alghazo, 2012). However, regardless of their comprehensive findings, there is still the need to investigate the factors on a global scale and in the context of Jordan as there is still a gap in literature (Hammoury, 2004;Roviro & Sancho-Vinuesa, 2012).…”

Section: Problem Statementmentioning

confidence: 99%

Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students

Rabab’h¹,

Veloo²

2015

IES

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“…al, 2011) . El abordar el tema del logro académico permite analizar diferentes problemas a los que se enfrentan los jóvenes en la escuela, además reflexiona sobre las variables que influyen en el fenómeno como es la motivación hacia la escuela ( Areepattamannil, 2014;Carvallo, et. al., 2007;Gutman y McLoyd;2000;Kim, et.…”

Section: Introductionunclassified

Los Padres de Familia y el Logro Académico de los Adolescentes de una Secundaria en Milpa Alta, Ciudad de México

et al. 2017

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ResumenEl objetivo del presente artículo es mostrar los resultados obtenidos de la percepción que tienen los estudiantes de una secundaria ubicada en la delegación Milpa Alta en la Ciudad de México respecto al trabajo cotidiano del acompañamiento académico que realizan sus padres orientado al fortalecimiento del éxito académico. Es un estudio cuantitativo y transversal, la obtención de datos se realizó a través de un cuestionario, la muestra fue de 450 jóvenes, y se realizó un análisis factorial que obtuvo tres principales factores que representan el logro: a) supervisión académica, b) autoestima y motivación y c) castigos y atención a citatorios importantes. Se concluye que la supervisión académica de los padres varones es mayor que el de las madres. Además las mamás son las que más influyen en la motivación y autoestima de sus hijos. Por último las mujeres adolescentes son las que reciben en mayor medida los castigos comparado con los varones. Palabras clave: adolescentes, padres de familia, logro académico, profesores, éxito académico The Parents and the Academic Achievement of Teenager Students in a High School of Milpa Alta, Mexico City AbstractThe aim of the present article is to show the results obtained from the perception of the students of a secondary school located in Milpa Alta delegation in Mexico City, regarding the daily work of the academic monitoring carried out by their parents, aimed at strengthening academic success. The study was a quantitative and cross-sectional study, the data was obtained through a questionnaire, the sample consisted of 450 youngsters, and an exploratory factor analysis was carried out to obtain three factors that represent the academic achievement: a) academic supervision, b) self-esteem and motivation and c) punishment and attending meeting requests from the school. It is concluded that the academic supervision of the parents is higher than that of the mothers. Also, the mothers are those that have more influence in the motivation and self-esteem of their children. Finally the younger women are the ones that receive more punishments compared to that of the young men.

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Relationship Between Academic Motivation and Mathematics Achievement Among Indian Adolescents in Canada and India

Cited by 20 publications

References 41 publications

Learning Processes and Academic Achievement among Omani School Students

Learning Processes and Academic Achievement among Omani School Students

Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students

Los Padres de Familia y el Logro Académico de los Adolescentes de una Secundaria en Milpa Alta, Ciudad de México

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