The Effect of Motivation on Student Achievement

Özen, Sevil Orhan

doi:10.1007/978-3-319-56083-0_3

Cited by 47 publications

(36 citation statements)

References 124 publications

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“…Some of these factors include poverty, social disadvantages, family situations, poor conditions in schools, and lack of some personal skills (Robinson, 2017). Educational researchers and practitioners state that the most critical factor for student achievement is motivation (Maulana, Opdenakker, den Brok, & Bosker, 2011;Orhan Özen, 2017). From this perspective, schools and educational leaders need to pay more attention to the factors of motivation to establish a concrete base for student learning and achievement (Dörnyei & Ushioda, 2011;Slavin, 2013;Wang & Eccles, 2013;Yazıcı, 2012).…”

Section: Motivationmentioning

confidence: 99%

Communication Skills and Time Management as the Predictors of Student Motivation

Demirdağ¹

2021

IJPES

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This study examines free time management and communication skills as the predictors of university students’ motivation. The study sample includes 610 undergraduate students in a variety of programs. Of the 610 students, 441 are female, 169 are male, and the mean age is 20.1 years. Their GPA averages range from 1.83 to 3.96 on a 4.0 scale. Data collection tools included three instruments. The relationship between university students' communication skills, free time management, and motivation levels are determined using correlation analysis and multiple regression analysis. The findings show that there are positive and meaningful relationships between students' motivation and the subscales of communication skills and free time management. These subscales include goal setting and technique, free time attitude, scheduling, evaluating, respect, ability of expression, desire, democratic attitude, value, and obstacles. In addition, a regression analysis shows that students’ motivation is predicted by their free time management and communication skills.

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Section: Motivationmentioning

confidence: 99%

Communication Skills and Time Management as the Predictors of Student Motivation

Demirdağ¹

2021

IJPES

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“…In an e-learning environment, student engagement and use of resources in learning activities is a crucial requirement for excellent performance [21], [22]. Hence, the following research question was proposed RQ1: What is the relationship between student success and use of resources on the e-learning platform in different courses?…”

Section: Educational Resourcementioning

confidence: 99%

Student Performance on an E-Learning Platform: Mixed Method Approach

Rakić

Tasić

Marjanović

et al. 2020

Int. J. Emerg. Technol. Learn.

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E-learning is considered a leading application of digital technologies in educational systems. The aim of the paper is to explore the utilization and impact of digital technologies on an e-learning platform. For this purpose, research was conducted at the Moodle learning management system. Data from the e-learning platform were empirically evaluated in order to find key indicators of student performance in different courses. Student success with the e-learning system was evaluated using a mixed-method: Social Network Analysis, K-Means Clustering, and Multiple Linear Regression. The research was conducted at the University of Novi Sad, Faculty of Technical Sciences, Serbia. The results indicate a significant relationship between the performance of students and the use of digital educational resources from the e-learning platform.

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“…Chapman et al (2002: 703) also note that 'achievement related self-perceptions influence achievement through their effect on motivation' (see also Borkowski et al, 1990;Schunk, 1991). Henk and Melnick (1992: 111) rightly claim that motivation or the lack thereof, which arises from how a learner perceives him-or herself academically, could influence whether or not 'opportunities to read would be sought or avoided, the amount of effort that would be expended during reading, and the degree of persistence in pursuing text comprehension', a perspective shared by more recent studies, including those of Sukor et al (2017) and Orhan-Özen (2017). Even though the relationship between achievement and academic self-concept seems to vary with age, Chapman et al (2002: 703) note that 'achievement related selfperceptions form and develop in response to early learning experiences'.…”

Section: Reading Comprehension: Definitions and Componentsmentioning

confidence: 99%

Reading comprehension skills of Standard 4 pupils: a comparison of private and public schools in Botswana

Letsholo

Alimi

2019

PLING

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This paper compares the reading comprehension of standard 4 1 pupils in four primary schools, two public and two private schools in urban and rural settings in Botswana. Using a standard comprehension test administered to the pupils, the study answers two main questions: Are there significant differences between the comprehension abilities of (a) public and private school pupils, (b) rural and urban private school pupils, and (c) urban and rural public school pupils? What are the implications of the differential abilities for the pupils' academic success? The findings show that the private school pupils performed better and that the urban private school pupils were better at extracting information and making inferences, while the rural private school pupils were better at interpreting information. The study underscores three areas of need: enhancing learning environment in public schools, building a strong foundation for critical/analytical reasoning and maintaining reasonable class size.

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The Effect of Motivation on Student Achievement

Cited by 47 publications

References 124 publications

Communication Skills and Time Management as the Predictors of Student Motivation

Communication Skills and Time Management as the Predictors of Student Motivation

Student Performance on an E-Learning Platform: Mixed Method Approach

Reading comprehension skills of Standard 4 pupils: a comparison of private and public schools in Botswana

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