Self-Esteem and Motivation for Learning among Minority Students: A Comparison between Students of Pre-Academic and Regular Programs

Abstract

Motivation for learning, which explains the impulses and motives for an individual to act to achieve his or her goals, is of great importance for students, particularly students of pre-academic preparatory programs. The literature suggests a relationship between self-esteem and motivation, yet there is a lack of studies that consider self-esteem among students in pre-academic preparatory programs and its relationship to motivation for learning. The main question of this study is whether there are differences in the motivation for learning among students in preparatory programs and regular students. Thus, it examines the relationship between self-esteem and motivation for learning among pre-academic preparatory program students and among regular students in their first year of study. Data collection was based on a questionnaire. The sample included 175 students who were enrolled in courses at Sakhnin College. Of these students, 43% were in the pre-academic program and 57% were in their first year of study in other departments. The findings show a positive relationship between self-image and motivation for learning among the two populations. The findings have theoretical implications as well as practical implications. They indicate that pre-academic students are not “lost”; they have motivations similar to the regular students. The practical pedagogical implications suggest that pre-academic students should be exposed to academic subjects beyond the core subjects and should be treated as equal to other students at various levels of the academic system

Family Status and Self-Motivation in Studies

“…Similarly, Kussainov, Boulatbayeva and Shaumen (2014) found that there is no significant effect on students progression on academics in school because of the quality of education and developed knowledge. Zoabi (2012) said that the self-esteem has no significant correlation with motivation for learning of students in preparatory program. Osuafor and Okonkwo (2013) found that family background, family structure, parental occupation and parental education has no significant has no significant impact on student achievement in school.…”

“…Nematollahi, Tavakoli and Akbazzadeh (2017) said that self-esteem and academic achievement can be structured as good or bad because of daily task. Zoabi (2012) found that students who are prepare in their studies are more motivated same as regular students. In the Table 3 shows that the overall calculated weighted mean of the broken family and level of self-motivation has 3.37 out of 12 indicators and interpreted as sometimes.…”

“…Emmanuel, Adom, Josephine and Solomon (2014) found that all the high school students are more motivated, high in self-concept and they performed well on their mathematics achievement test and enhance or improve their performance. Zoabi (2012) stated that nature of association between self-image and motivation on regular students and there are many opportunities in choosing courses of high school student in academics. Hassan and Thava (2017) indicated that students in Kuala Langat, Selangor found out intrinsic and extrinsic motivation has a great impact on academic achievement to enhance International Research in Education ISSN 2327-5499 2020, Vol.…”

Students’ Learning Styles and Self-Motivation

“…Teachers are responsible for providing the materials for the student that could measure their self-motivation in doing a specific task (Roshandel, Ghanizadeh, & Ghonsooly, 2018). Being unprepared for the future will decrease the students' motivation (Zoabi, 2012). However, both male and female students desire to succeed but they must put effort and perseverance in pursuing their dreams (Ojewola & Faremi, 2018).…”

Undergraduate Haredi Students Studying Computer Science: Is Their Prior Education Merely a Barrier?

“…In order to assess students' understanding in four main topics of digital Logic (State and sequential circuits, Number representations, MSI components, and Boolean Logic), we used questions from the Digital Logic Concept Inventory (DLCI) (Herman, 2011;Herman & Handzik, 2010;Herman, Kaczmarcczk, Loui, & Zilles, 2008, 2012Herman, Loui & Zilles, 2009, 2014Herman, Zilles & Loui, 2011). A concept inventory (CI) is a standardized assessment tool designed to measure stu-dents' understanding of the core concepts of a topic (Goldman et al, 2010), i.e., the extent to which it matches the accepted conceptual framework of a discipline.…”