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    Wyświetlanie 1-7 z 7
    Tytuł:
    The effect of emotional intelligence, competence and interpersonal communication on the performance of senior high school teachers through achievement motivation in Makassar, Indonesia
    Autorzy:
    Dewi, Erni Ratna
    Bundu, Patta
    Tahmir, Suradi
    Powiązania:
    https://bibliotekanauki.pl/articles/2004967.pdf
    Data publikacji:
    2016-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    emotional intelligence
    competence
    interpersonal communication
    achievement motivation
    performance
    Opis:
    The presented research aims at analyzing whether the emotional intelligence, competence, and interpersonal communication directly affect teacher performance in senior high schools in Makassar. This research also aims at analyzing whether emotional intelligence, competence, and interpersonal communication indirectly affect teacher performance through achievement motivation in senior high schools in Makassar. The research was a quantitative study. The sample of this research consisted of 130 respondents. The data were analyzed using Structural equation Model AMoS 18. The findings show that emotional intelligence has a positive and significant effect on teacher performance. every teacher’s emotional intelligence proves convenient in teaching. Competence has a positive and significant effect on teacher performance. It is important in supporting the teaching profession. In addition, it allows teachers to conduct the learning process effectively.
    Źródło:
    The New Educational Review; 2016, 44; 176-183
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Typology of Undergraduate Students by Academic Performance and Aspects of Achievement Motivation
    Autorzy:
    Žitniaková Gurgová, Beata
    Nábělková, Eva
    Powiązania:
    https://bibliotekanauki.pl/articles/1998413.pdf
    Data publikacji:
    2017-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    achievement motivation
    achievement motive
    academic performance
    undergraduate student types
    cluster analysis
    Opis:
    The contribution presents results of the non-hierarchical cluster analysis of academic performance and aspects of achievement motivation of a sample of undergraduate students. The Achievement Motivation Questionnaire (AMQ) (Dotazník motivácie výkonu, Pardel, Maršálová, Hrabovská, 1984) was used as the research method. School success was established using the arithmetic mean of study results of 213 undergraduate students after completion of a term. In the AMQ, the Achievement Motive variable was focused on, consisting of the following aspects: achievementoriented behaviour, aspiration level, persever- ance at work, and future time orientation. The main aim of our research was to determine undergraduate student types by their academic performance and aspects of achievement motive. Based on the assessment of generated three to six-cluster solutions, the six-cluster solution appeared optimal, within which the following types of undergraduate students were identified: type of unused potential, unbalanced type, balanced type, type unoriented in time, academi- cally indifferent type, and industrious type.
    Źródło:
    The New Educational Review; 2017, 47; 17-28
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Effects of Agricultural Students’ Self-Efficacy Beliefs and Test Anxiety on their Achievement Motivation and Academic Performance
    Autorzy:
    Pouratashi, Mahtab
    Zhub, Chang
    Mohammadi, Hamid Movahed
    Rezvanfara, Ahmad
    Hosseinia, Seyyed Mahmoud
    Powiązania:
    https://bibliotekanauki.pl/articles/16530336.pdf
    Data publikacji:
    2013-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    achievement motivation
    academic performance
    self-efficacy beliefs
    test anxiety
    agricultural students
    Opis:
    In this study, the influences of agricultural students’ self-efficacy beliefs and test anxiety on their achievement motivation and academic performance were examined. A sample of 466 students from Iranian Colleges of agriculture participated in this study. A questionnaire was used for data collection. Data were analyzed descriptively and inferentially using SPSS/win and AMOS graphic. The findings revealed that self-efficacy beliefs had more effect on motivation to approach success and academic performance than test anxiety. In contrast, test anxiety had more effect on motivation to avoid failure than self-efficacy beliefs. In addition, motivation to approach success had more effect on academic performance than motivation to avoid failure.
    Źródło:
    The New Educational Review; 2013, 34; 85-98
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Academic procrastination and factors contributing to its overcoming
    Autorzy:
    Nábělková, Eva
    Ratkovská, Jana
    Powiązania:
    https://bibliotekanauki.pl/articles/2012443.pdf
    Data publikacji:
    2015-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    academic procrastination
    volitional regulation
    achievement motivation
    strategies for overcoming procrastination
    university students
    Opis:
    Procrastination is generally understood as the practice of irrationally putting activities or tasks off to a later time. In the case of academic procrastination, it is a tendency to put off academic tasks. The main objective of the presented research study was to map strategies of Slovak university students used for overcoming academic procrastination, as well as to test the relationship of procrastination with potential protective factors-volitional regulation and achievement motivation. Based on the results of our research, strategies of social motivation and positive attitude are, on average, the most frequently used to overcome academic procrastination. Results of the research also confirmed a negative correlation of procrastination with volitional regulation and its dimensions, as well as with some dimensions of achievement motivation.
    Źródło:
    The New Educational Review; 2015, 39; 107-118
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Motywacja osiągnięć zawodowych nauczycieli edukacji wczesnoszkolnej a ich samoocena
    Motivation of professional achievements of early childhood education teachers and their self-esteem
    Autorzy:
    Nowosad, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/11855203.pdf
    Data publikacji:
    2023-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    nauczyciele
    edukacja wczesnoszkolna
    motywacja osiągnięć zawodowych
    samoocena
    teachers
    early childhood education
    professional achievement motivation
    self-assessment
    Opis:
    The education of the youngest students requires from teachers not only professional competences but also specific personality traits and motivation that goes beyond common standards, which is a striving to compete with the standards of excellence and adequate self-assessment in terms of their ability to act effectively. Taking into account the importance of this issue, the aim of the undertaken research was to determine the relationship between the motivation of professional achievements of early childhood education teachers and their self-esteem, and to verify the working hypothesis assuming a significant relationship between these variables. The obtained results confirmed the adopted hypothetical assumptions, providing interesting conclusions.
    Edukacja najmłodszych uczniów wymaga od nauczycieli nie tylko kompetencji profesjonalnych, ale i szczególnych cech osobowości oraz motywacji wykraczającej ponad powszechne standardy, stanowiącej dążenie do rywalizacji ze standardami doskonałości i adekwatnej samooceny w zakresie posiadanych możliwości efektywnego działania. Biorąc pod uwagę znaczenie tej problematyki, celem podjętych badań było określenie zależności między motywacją osiągnięć zawodowych nauczycieli edukacji wczesnoszkolnej a ich samooceną oraz zweryfikowanie hipotezy roboczej zakładającej istotną zależność między tymi zmiennymi. Uzyskane wyniki potwierdziły przyjęte założenia hipotetyczne, dostarczając interesujących konkluzji.
    Źródło:
    Kultura i Edukacja; 2023, 1(139); 149-170
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The effect of ARCS motivational model on achievement motivation and academic achievement of the tenth grade students
    Autorzy:
    Thaer, Ahmed
    Thaer, Ghbari
    Powiązania:
    https://bibliotekanauki.pl/articles/2005068.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    achievement
    ARCS model
    motivation
    Opis:
    The presented study aimed at examining the effect of ARCS model on the Achievement Motivation (AM) and Academic Achievement (AA) of the tenth grade students. One hundred and thirteen tenth grade students (28 male, 85 female), divided into two groups (experimental = 50, control = 63), studied a unit about magnetism with the use of two different methods, an ARCS model and a traditional model for 2 weeks. Two instruments were used, a Motivation Achievement Test (MAT) and an Achievement Test (AT). The results showed that there were significant differences on the MAT and AT due to the implemented ARCS motivational model.
    Źródło:
    The New Educational Review; 2016, 43; 68-77
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Peer tutoring for EFL learning: a multidimensional analysis of elementary school students
    Autorzy:
    Tzu-Ching Chen, Kate
    Yi-Chen Tsai, Alison
    Powiązania:
    https://bibliotekanauki.pl/articles/2012203.pdf
    Data publikacji:
    2015-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    peer tutoring
    EFL academic achievement
    learning motivation
    attitude
    elementary school students
    Taiwan
    Opis:
    This study investigated dimensions of academic performance, learning motivation and learning attitudes by adapting peer tutoring as the major EFL classroom activities in an elementary school classroom. Exams, classroom observation, exit survey and comments after each class were administered as the source of research data. Results indicated that peer tutoring has a positive effect on tutors’ and tutees’ academic performance due to the increase in students’ grades. Students’ learning motivation and attitudes toward EFL learning also increased significantly. On the whole, the use of peer tutoring significantly contributed to better English ability, motivation and attitude.
    Źródło:
    The New Educational Review; 2015, 40; 189-200
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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