Relationship between motivation and academic achievement

Sharma, Deepika; Sharma, Sushma

doi:10.7439/ijasr.v4i1.4584

Cited by 26 publications

(16 citation statements)

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“…Psychologists have noted that motivation should be taken into account in education because of its effective relationship with new learning, abilities, strategies and behaviors [38], and they have presented motivation for academic achievement as one of the preliminary constructs for defining such type of motivation [34]. Academic motivation is the driving force behind student's motivation to learn.…”

Section: Academic Motivationmentioning

confidence: 99%

Academic Self-efficacy and Academic Procrastination: Exploring the Mediating Role of Academic Motivation in Turkish University Students

Malkoç¹,

Mutlu²

2018

ujer

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The aim of this study has been to investigate the relationships among academic self-efficacy, academic motivation, and academic procrastination. The study has further delved into the question of whether academic motivation mediates the relationship between self-efficacy and academic procrastination. In order to investigate such links, three hundred and nineteen university students (218 females and 101 males) enrolled in the education faculty of a private university in Istanbul, Turkey, offered data. For data collection, the Aitken Procrastination Inventory, Academic Self-Efficacy Scale, and Academic Motivation Scale have been used. The results of the study indicate that academic motivation partially mediate the relationship between academic self-efficacy and academic procrastination.

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Section: Academic Motivationmentioning

confidence: 99%

Academic Self-efficacy and Academic Procrastination: Exploring the Mediating Role of Academic Motivation in Turkish University Students

Malkoç¹,

Mutlu²

2018

ujer

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“…There are some other variables that can also affect the studied variables such as, students' motivation level can have a profound effect on their academic performance (31) ; metacognition can also be affected by their critical thinking (32) ; selective attention and problem solving were also found to be correlated (33) . So, these variables can serve as mediator variables in explaining the relationships among these variables and among different aspects (age, gender) of each of these variables.…”

Section: Resultsmentioning

confidence: 99%

Effects of metacognitive ability and selective attention ability on academic performance of adolescents

Ahmad

Sultana

2021

Dhaka Univ. J. Biol. Sci

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The present study investigated the effect of metacognitive ability and selective attention on academic achievement; whether selective attention and metacognitive ability influence a student’s academic achievement and whether all these three variables vary across gender. Three hundred adolescents were selected conveniently and purposively among which 150 were females and another 150 were males. Participant’s metacognitive ability was measured by using a Bangla translated version of Metacognitive Skill Scale (MCT); and selective attention was measured by a Bangla version of the Stroop Color and Word Test (SCWT). Their academic achievement was assessed by their GPA in previous class examination. The results showed that all these variables were significantly correlated with each other. Metacognitive ability and selective attention were the strong predictors of academic achievement. Significant difference in selective attention was also found across gender where females outperformed males. But no significant difference between males and females was found for the metacognitive ability and academic achievement. Dhaka Univ. J. Biol. Sci. 30(1): 59-67, 2021 (January)

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“…Motivation as the reason for people's action, desire, and needs [17]. Motivation is also one's direction to behavior, or what causes a person to repeat behavior as their habits.…”

Section: Taking Notesmentioning

confidence: 99%

Study Habits and English Learning Achievement of Vocational High School Students in Samarinda

Amri¹,

Aridah²,

ParamaIswari³

2020

Proceedings of the 2nd Educational Sciences International Conference (ESIC 2019)

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The process of students' learning involves many factors, and one of which is study habits. This important factor in the learning process has the potential to influence students' learning achievement. Therefore, this present study aimed to investigate the correlation between study habits and English learning achievement of the first-grade students of a state vocational school -SMKN 12 in Samarinda. This study employed a quantitative research method with correlational design. Sixty five students were selected as sample using the purposive technique. The instruments used to collect data included the Study Habits Inventory and documents (i.e. the students' English midterm scores) as the students' English learning achievement. Descriptive statistics and Pearson Product Moment Correlation were used to analyze the data. The result indicated that there was a positive correlation between study habits and English learning achievement. Therefore, it can be concluded that the better the students' study habits, the higher their learning achievement.

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Relationship between motivation and academic achievement

Cited by 26 publications

References 0 publications

Academic Self-efficacy and Academic Procrastination: Exploring the Mediating Role of Academic Motivation in Turkish University Students

Academic Self-efficacy and Academic Procrastination: Exploring the Mediating Role of Academic Motivation in Turkish University Students

Effects of metacognitive ability and selective attention ability on academic performance of adolescents

Study Habits and English Learning Achievement of Vocational High School Students in Samarinda

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