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    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:
    Postawy zawodowe nauczycieli a ich motywacja osiągnięć
    Autorzy:
    Kopacz, Anna Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/606801.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    professional attitudes
    achievement motivation
    teachers
    school environment
    postawy zawodowe
    motywacja osiągnięć
    nauczyciele
    środowisko szkolne
    Opis:
    The frequency and strength of the achievement motive for different social groups is different, juxtaposed with professional attitudes, turns out to be an interesting research topic among teachers. The aim of the study was to determine the relationship between attitudes towards teachers’ work and their achievement motivation. The study was conducted in February 2016 among 118 teachers working at Primary School No. 40 Leon Kruczkowski in Lublin and the School Complex Antoni Kwiatkowski in Bychawa. The survey used the Performance motivation questionnaire and the Professional attitude index (KWPZ) questionnaire. It was found that there is a relationship between attitudes towards the work of the surveyed teachers and their motivation for professional achievement. The higher the level of achievement motivation, the more often the surveyed teachers exhibit positive attitudes towards work. The motivation of teacher achievements seems to be important. The undertaken research may be an incentive for subsequent researchers to broaden the subject of motivation and its determinants. The obtained research results can be used to better understand the school environment, understand the rules and mechanisms that shape attitudes towards work.
    Częstotliwość i moc motywu osiągnięć dla różnych grup społecznych jest różna, zestawiona z postawami zawodowymi okazuje się ciekawym tematem badań wśród nauczycieli. Celem podjętych badań było ustalenie zależności między postawami wobec pracy nauczycieli a ich motywacją osiągnięć. Badania przeprowadzono w lutym 2016 roku wśród 118 nauczycieli pracujących w Szkole Podstawowej nr 40 im. Leona Kruczkowskiego w Lublinie oraz Zespole Szkół im. ks. Antoniego Kwiatkowskiego w Bychawie. Do przeprowadzenia badań posłużono się Kwestionariuszem do badania motywacji osiągnięć oraz Kwestionariuszem wskaźników postaw zawodowych (KWPZ). Stwierdzono, że istnieje zależność między postawami wobec pracy badanych nauczycieli a ich motywacją osiągnięć zawodowych. Im wyższy poziom motywacji osiągnięć, tym częściej badani nauczyciele przejawiają pozytywne postawy wobec pracy. Ważna wydaje się motywacja osiągnięć nauczycieli. Podjęte badania mogą stanowić zachętę dla kolejnych badaczy do poszerzenia tematyki motywacji oraz jej determinantów. Otrzymane wyniki badań mogą posłużyć lepszemu zrozumieniu środowiska szkolnego, zrozumieniu reguł oraz mechanizmów kształtujących postawy wobec pracy.
    Źródło:
    Lubelski Rocznik Pedagogiczny; 2019, 38, 3
    0137-6136
    Pojawia się w:
    Lubelski Rocznik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Future Primary School Teachers’ Achievement Motivation in Remote Learning Process
    Autorzy:
    Stramkale, Ligita
    Powiązania:
    https://bibliotekanauki.pl/articles/18055675.pdf
    Data publikacji:
    2022-06-30
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    achievement motivation
    initiative
    persistence
    quality of task performance
    self-efficacy
    future primary school teachers
    remote learning
    Opis:
    Thesis. The aim of the study was to determine the level of achievement motivation of future primary school teachers during remote learning, as well as to describe each of the study dimensions characterising the achievement motivation. Methods. The study involved 162 (N=162) first-course students from Latvia, two of them were male. The study raised three research questions. RQ1: At what level do students assess each of the study dimensions that characterise the achievement motivation? RQ2: What factors hinder students from taking the initiative in the study process? RQ3: How do students monitor the quality of task performance? This paper defined five study dimensions to be assessed by students: initiative, persistence, quality of task performance, self-efficacy, seizing and exploiting opportunities. Results. The study found that four of the previously mentioned dimensions were highly assessed by the students. The dimension that characterises the persistence was assessed at a medium level. The students believe that lack of time, family conditions, and full-time work accompanying their study are the most common factors that hinder learning initiatives. To monitor the quality of task performance, most students bear in mind the assessment criteria provided by the lecturer, which are used as indicators to achieve an excellent result. Conclusion. The study concluded that the students also have a high motivation for achievement when studying remotely. In further studies, it is necessary to determine if any significant changes happen in the long run related to students’ achievement motivation when remote learning continues.
    Źródło:
    Journal of Education Culture and Society; 2022, 13, 1; 225-237
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A new approach to an achievement motivation system for the choice of an engineering high school and field of study
    Autorzy:
    Malach, Josef
    Vicherková, Dana
    Chmura, Milan
    Švrčinová, Veronika
    Powiązania:
    https://bibliotekanauki.pl/articles/2141885.pdf
    Data publikacji:
    2021
    Wydawca:
    Sieć Badawcza Łukasiewicz - Przemysłowy Instytut Automatyki i Pomiarów
    Tematy:
    engineering high school education
    school achievement motivation
    need for successful performance
    need to avoid failure
    choice of school
    concept of study
    Opis:
    Achievement motivation is an important prerequisite for students’ engagement, overcoming study difficulties and, ultimately, successful completion of their studies. The aim of this study is to find out the current level of performance motivation of the population of students of engineering high schools, to compare its level with the standard for high school population and to find out whether there is a relationship between its level and choice. Two questionnaires were used in the research. The first was the School Achievement Motivation Questionnaire for Pupils. The theory of achievement motivation is then based on the concept of independence of the need for successful performance and the need to avoid failure. The resulting orientation of a person in a performance situation then depends on the predominance of one or the other tendency. The second questionnaire was focused on finding personal data, questions of school choice, satisfaction with school choice and other. The research was carried out at the beginning of 2020 and the sample consisted of over 900 students. Main results of the study: First, in the component of performance motivation NACH (need to achieve) the performance motivation of the group is statistically different from the group norm. In the NAF (the need to avoid failure) component, the results are statistically identical. Second, schools do not differ in the results for the NACH component, but differ in the NAF component. Third, in both components, the value of performance motivation for beginners and for final years in both components is significantly different from other years. Fourth, the student’s statement on the choice of study at an engineering school as a primary choice is not related to the values of NACH and NAF. Fifth, the level of student’s achievement motivation in both components is related to the student’s idea of studying.
    Źródło:
    Journal of Automation Mobile Robotics and Intelligent Systems; 2021, 15, 2; 44-50
    1897-8649
    2080-2145
    Pojawia się w:
    Journal of Automation Mobile Robotics and Intelligent Systems
    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:
    Exploring achievement goals tendencies in students: the link between achievement goals and types of motivation
    Autorzy:
    Grajcevci, Albulene
    Shala, Arif
    Powiązania:
    https://bibliotekanauki.pl/articles/1366533.pdf
    Data publikacji:
    2021-06-17
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    Intrinsic motivation
    extrinsic motivation
    achievement goals
    Kosove
    Opis:
    Aim. This research explored the link between motivation types and achievement goals. More specifically the research focuses on exploring goal endorsements among learners as well as their correlation with motivation.Methods. The sample of 600 participants was gathered among students enrolled in private (N= 156) institutions and public universities (N=444). The study was a quantitative one and utilized the Achievement Goal Questionnaire (AGQ-R) as well as the Intrinsic and Extrinsic motivation scales (Lepper, Corpus, &Iyengar, 2005).Results. The results stipulate that achievement goals are closely linked to situation factors such as university and department. Supporting the premise of fluidity of goal constructs. Ultimately, mastery approach, performance approach and performance avoidance goals did not discriminate between types of motivation, with three goals being positivelycorrelated to both types of motivation. Mastery avoidance goals were not correlated to any of the motivation types (intrinsic or extrinsic), but they showed a tendency to be negatively correlated to extrinsic motivation, a correlation that was not significant.Conclusion. Present research reveals that there are significant differences among participants in goal adoption according to year of study. Specifically, as expected first year students were significantly more mastery oriented than participants attending the second and third year of studies. Gender differences were also evident, with female students reporting higher levels of mastery orientation compared to male students. Finally, the inconclusive results regarding motivation types and achievement goals need future studies to reestablish the stipulated link
    Źródło:
    Journal of Education Culture and Society; 2021, 12, 1; 265-282
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    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
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