Self-Efficacy, Achievement Goals, and Metacognition as Predicators of Academic Motivation

AL-Baddareen, Ghaleb; Ghaith, Souad; Akour, Mutasem Mohammad

doi:10.1016/j.sbspro.2015.04.345

Cited by 44 publications

(36 citation statements)

References 24 publications

(14 reference statements)

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“…The higher-order cognitive levels can be better developed at above average intelligent students who focus on mastery goals (Sternberg & Williams, 2010). This group of students is able to penetrate deeper into the information and to keep on the top of things over solving problems (Al-Baddareen, Ghaith, & Akour, 2015). However, this finding has not been proven in this research since it has been oriented on other intellectual level.…”

Section: Discussionmentioning

confidence: 69%

Recognition of Indicators for the Development of the Cognitive Dimensions in Tertiary Education

Berková

Borůvková

Lízalová

2018

PEC

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The aim of the research was to find out what factors influence the development of cognitive dimensions in college students. The following factors were considered: field of study, academic achievement in a selected economic subject and abstract visual intellectual level. The reason for doing this research was to increase the quality of teaching economic subjects across bachelor study fields in the conditions of a practically oriented College of Polytechnics, Jihlava in the Czech Republic. Two fields of study were selected -the economic field -Finance and Management (N = 52 students) and the technical field -Applied Computer Science (N = 30 students). Study plans of both fields included the subject Corporate Economy in the first term of studies. Methodological research was based on the theory of problem-based learning. It was built on a test method that was used to gain data to identify the context of variables with the development of cognitive dimensions in the context of an internationally recognized framework for evaluating the success -the Bloom's Taxonomy. Two tests were used to collect the data: (a) a test measuring the abstract visual intellectual level; (b) a non-standardized test to measure students' achievement in the six cognitive dimensions of the Bloom's Taxonomy. The initial knowledge of students was comparable. The data were analyzed by factor analysis, followed by the Spearman and Pearson correlation coefficients. Cognitive dimensions could be grouped into two factors. Factor 1 -Application-Evaluation Dimension that was explained by the dimensions of Knowledge, Application, Evaluation; Factor 2 -Analytical Dimension that was explained by the dimensions of Comprehension, Analysis, Synthesis. The results showed that an individual did not have to be competent in the whole complexity of the Bloom's Taxonomy. The development of cognitive dimensions correlated with the field of study, the economic field was correlated with factor 2 and the technical field with factor 1. The development of cognitive dimensions did not correlate with the abstract-visual intellectual level. Factor 2 weakly negatively correlated with academic achievement in the subject Corporate Economy. This means that students who were successful in developing lower-order cognitive dimensions had a weak analytical orientation in the economic area, and vice versa. The results brought by the research will help improve teaching of economic subjects across the two disciplines, especially with regard to the innovation of learning and teaching strategies with a positive impact on the desired cognitive development of students.

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Section: Discussionmentioning

confidence: 69%

Recognition of Indicators for the Development of the Cognitive Dimensions in Tertiary Education

Berková

Borůvková

Lízalová

2018

PEC

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“…Essas classes de comportamentos parecem estar relacionadas à responsabilização do estudante pelo monitoramento, avaliação e alteração de variáveis relativas ao estudo e ao próprio processo de aprendizagem. Esses podem ser considerados aspectos fundamentais para o desenvolvimento de um estudante motivado, autônomo e responsável por seu processo de aprendizagem (Ghaleb, Ghaith, & Akour, 2015;Zenorine & Santos, 2004 Além dos comportamentos envolvidos com manejar o tempo e o ambiente físico, ler funcionalmente, planejar métodos de estudo, automonitorar-se e das variáveis motivacionais envolvidas no processo de aprendizagem, há outros comportamentos não exclusivos do processo de estudar que também parecem relevantes. É o caso de "Adequar-se às diversas funções que desempenha na vida" e "Cuidar da saúde pessoal.…”

Section: Discussionunclassified

Comportamentos pré-requisitos do “Estudar textos em contexto acadêmico”

et al. 2017

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“…Construct Validity is defined as "postulating of specific relationships between measure of a construct and measures of a specific real-world criterion, and measures of other constructs in a theoretical system" (Crocker & Algina, 2008, p. 230). Empirical research had shown significant correlations between AGOs and grit (Akin & Arslan, 2014;AL-Baddareen, Ghaith, & Akour, 2015). Therefore, there is a strong likelihood of having positive correlations between MGs, PAGs and grit's factors.…”

Section: Decision Rejectmentioning

confidence: 99%

Psychometric Assessment and Cross-Cultural Adaptation of the Grit-S Scale among Omani and American Universities’ Students

Alhadabi¹,

Aldhafri²,

Alkharusi³

et al. 2019

EUROPEAN J ED RES

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The current study aimed to adopt and assess the psychometric properties and measurement invariance of Grit-S among Omani and American students (N = 487) using Exploratory Factor Analysis (EFA) and Multi-Group Confirmatory Factor Analysis (CFA). The scale's construct validity was estimated by investigating its associations with achievement goal orientations (AGOs). EFA results suggested that a two-factor solution (i.e., perseverance of effort [G_PE] and consistency of interest [G_CI]) was the best factorial structure, explaining 47.74% and 51.02% of the variance in the Omani and American samples, respectively. The factors had good reliability coefficients in the two samples. Related to the intercultural differences, G_PE explained more variance among Omanis (31.02%) relative to American sample, whereas G_CI explained a larger proportion of variance among Americans (36.86%) compared with Omani sample. The first level of measurement invariance, configural invariance, was not supported, necessitating the investigation of the other levels of measurement invariance using a new sample. Grit correlated positively with mastery and performance-approach goals (r = .29 and .12, respectively) and negatively with avoidance goals (r = -.25), supporting the scale's construct validity. These findings showed that Grit-S scale can be used as valid and reliable assessment tool to assess student interest and perseverance in the academic context in Arabic/Omani and American cultures.

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Self-Efficacy, Achievement Goals, and Metacognition as Predicators of Academic Motivation

Cited by 44 publications

References 24 publications

Recognition of Indicators for the Development of the Cognitive Dimensions in Tertiary Education

Recognition of Indicators for the Development of the Cognitive Dimensions in Tertiary Education

Comportamentos pré-requisitos do “Estudar textos em contexto acadêmico”

Psychometric Assessment and Cross-Cultural Adaptation of the Grit-S Scale among Omani and American Universities’ Students

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