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It is not hard to recognise motivated student. He is interested, curious, active, enthusiastic and does not give up when encounters difficulties, but thinks for further education. Motivation during schooling is highly related to a student's later academic achievement and it is therefore very important to encourage it. This paper discusses the motivation factors and affective component for elementary school students. The empirical research has been carried out through a questionnaire based on the instrument Motivated Strategies for Learning Questionnaire (MSLQ) designed and adjusted for researching intrinsic goal orientation, extrinsic goal orientation and anxiety of Croatian elementary school students (1 st-4 th grade). The sample of this research consisted of 311 primary school students from rural (N = 103) and urban (N = 208) primary schools. The research was conducted during 2019 in several Croatian counties. The aim of the paper is to determine levels of three motivation factors: intrinsic goal orientation, extrinsic goal orientation and anxiety as an important predictor of future academic success. Secondary goal is to determine differences according to gender, age and the living environment of students. The results had shown that the overall level of motivation of the participants is high from which it is evident that students are highly motivated to work, especially female students. The results also shows high level of intrinsic goal orientation, higher level of extrinsic goal orientation and test anxiety comparing to Duncan et. al. (2015) results.
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2010
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International Technology, Education and Development Conference 2012- Conference Proceedings CD, 2012
There is growing evidence that progress has been made in scientists’ understanding of the student motivational dynamics as correlated to school performance and the factors that affect them. The present study conducted in October 2011, aims to highlight the views of pre-service teachers from a Northern Greece University on issues related to factors influencing academic achievement and classroom performance improvement. More specifically, our work is based on data collected using content analysis as our research method and free text as a research tool. The survey utilizes the accumulated educational research aimed at exploring and bringing to the surface highly influential factors related to the social and academic goals achieved the motivating properties of these goals and prevailing classroom reward structures, as well as other key factors. According to the research findings, students suggest that student achievement could be highly affected by a) a wide range of specific instructional strategies educators use in the everyday teaching and learning process, such as flexible/diversified teaching methods, encouragement and support for learning activities at home, conversations and wide cooperation with parents b) student attitude towards school and school tasks c) parental support and involvement in schools and d) the contribution of the community-at-large to allrounded student performance and consequently, to better school achievement. All of the above-cited findings seem to have a positive impact on student achievement and raise key issues for policy and practice.
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Revista de Cercetare si Interventie Sociala [Review of Research and Social Intervention], 2018
Motivation toward learning is crucial factor for the students from the beginning of their education and motivation toward learning is changing during education of students and the motivation is influences by many factors. The main aims of the research was to find out the motivation of high school students toward learning, the personality traits of high school students and also relationship between motivation and personality traits. The research was also focused on the examining of variables like gender, grade level and achievement on the motivation and personality of students. The sample size was created from the high school students (n = 201). In the research were used two research tools Academic Motivation Scale and NEO Five-Factor Inventory. The gender and achievement of students had got an influence on the motivation toward learning. The relationship was detected between some subscales of motivation and some personality traits. In conclusion are presented some implications for pedagogical practice and suggestion for further research.
Goal orientations, coping with school failure and school achievement
European Journal of Psychology of Education, 2006
The present study examined the relationship between goal orientation, coping with school failure and school achievement. Two questionnaires, Goal Orientation (Niemivirta, 1996a) and The School Failure Coping Scale (Rijavec & Brdar, 1997), were administered to 1057 high school students (aged from 15 to 17 years). The first goal of this study was to explore whether students can be classified in groups according to their goal orientation. The results identified four clusters of students with different achievement profiles: learning oriented, work-avoidance oriented, both performance and learning oriented and both performance and work-avoidance oriented group. Learning oriented group used emotion-focused coping the least frequently while students with combined performance and work avoidanc orientation used this kind of coping the most frequently. The second goal was to test the relationship between goal orientation patterns and the adoption of emotion-focused and problem-focused coping strategies, and academic achievement. It was hypothesized that goal orientation could predict school achievement directly and indirectly through coping strategies. Coping strategies were considered as mediators between goal orientation and school achievement. Path analysis demonstrated that direct effects of goal orientation on school achievement were not significant. The relationship between goal orientation and school achievement was mediated by coping strategies. La présente étude a étudié le rapport entre l’orientation vers un but en confrontation avec l’échec et le succès scolaires. Deux questionnaires: l’Orientation vers un But (Niemivirta, 1996a) et l’Echelle Relative l’Echec Scolaire (Rijavec & Brdar, 1997) ont été remplis par 1057 élèves de l’enseignement secondaire (âgés de 15 à 17 ans). Le premier objectif de cette étude était de constater si les élèves pouvaient être classés par groupes en fonction de l’orientation vers un but. Les résultats ont donné quatre clusters d’élèves avec différents profils d’accomplissement: orientés vers l’aquisition de savoir, orientés vers l’évitement du travail, orientés aussi bien vers l’acquisiton de savoir que les performances et orientés aussi bien vers l’évitement du travail que les performances. Les groupes orientés vers l’acquisiton de savoir ont recouru à la confrontation focalisée sur l’émotion le plus rarement, tandis que les élèves avec la combinaison des performances et de l’évitement du travail ont fait recours à cette sorte de confrontation le plus souvent. Le deuxième objectif était de tester le rapport entre, d’une part, les échantillons et l’adoption de deux types de stratégies de confrontation et, d’autre part, entre ces buts et stratégies et le succès académique. Il avait été supposé que l’orientation vers un but pourrait prévoir le succès scolaire directement ou indirectement au moyen des stratégies de confrontation. Ces stratégies de confrontation ont été considérées comme médiateurs entre l’orientation vers un but et le succès scolaire. Les résultats de l’analyse des pistes causales ont démontré que les effets directs de l’orientation vers un but sur le succès scolaire n’ont pas été significatifs. Les stratégies de confrontation ont médiatisé le rapport entre l’orientation vers un but et le succès scolaire.
Determinants of School Success of Polish Primary School Pupils: Teachers’ Opinion
Journal of Vasyl Stefanyk Precarpathian National University, 2023
The concept of success has been known to a man since the dawn of time, and even more so today, but it can be understood in different ways. Success applies to people of all ages, genders and locations. Although the concept of success is understood in different ways, it can be assumed that most people strive in their lives to achieve the goals they have set for themselves, and therefore to succeed. It is worth noting that it is not only adults who have the opportunity for success, but also children. Therefore, paying scientific attention to pupils' school success is a need, as it pays off in adulthood with self-confidence, increased motivation to take on challenges and a sense of empowerment. For this reason, the focus of the designed research was to investigate the factors that, in the opinion of teachers, determine the achievement of school success by pupils in primary school grades I-III in eastern Poland. The main research objective was to determine the factors that condition the school success of pupils attending primary school grades I-III. The research sample consisted of 180 teachers. All the respondents worked with pupils in grades I-III and had at least 5 years of work experience in the teaching profession. A non-standardised survey questionnaire was used to obtain research data. The research was conducted at the beginning of 2023. The results from the surveys identified the most important determinants of school success for pupils in primary school grades I-III in eastern Poland. Teachers did not find that gender differentiated attitudes to learning among pupils at younger school ages or achievement of school success. The key to school success is the way the teacher works with students. It is important to choose working methods that are tailored to children's developmental levels, aptitudes and interests. Some of the interviewees indicated actions to be improved in terms of cooperation with the pupils' family environment. Knowing the relationships indicated, actions can be taken to optimise them, which will certainly be the subject of scientific reflection.
Recent studies about achievement motivation mostly focus on individuals’ goals in academic situations which might affect educational behaviors and students’ academic achievement outcomes. The purpose of this study was to investigate the relationship between motivational goal orientations and academic achievement of high school students of Shiraz, Iran. In total, 835 high school students of Shiraz participated in this study. The participants filled in the Inventory of School Motivation. The Grade Point Average (GPA), mathematics and English final exam scores of the students were gathered. The data were analyzed through Pearson correlation coefficient. The analysis of the data indicated that the GPA had a positive meaningful relationship with competition, effort and social concern goals and it had a negative meaningful relationship with social power and token goals. The score of mathematics and English had a positive meaningful relationship with effort goal and it had a negative meaningful relationship with social power and token goals. Different motivational goals orientation can have significant effects on students’ academic achievement outcomes. The implication of this study is that it helps the officials of the education systems and families to be more cognizant of the students’ goal orientations in their schooling and to pave the way for students to achieve their goal and improve their educational performance.