Dimensional Analysis of the Academic Motivation Scale with Respect to Gender in Secondary School Students with Neural Basis in Indian Context

Abstract

The present study is an attempt to provide a neural underpinning to the role of gender difference in the construct academic motivation, in secondary school students in Indian context. For this purpose, comparisons of students’ scores of the dimensions of academic motivation were carried out. Samples for the study include 49 urban students (24 boys and 25 girls ) of classes VIII and IX of secondary school in Sriram Nager of Hyderabad city, Telangana, India. Academic motivation construct is measured by using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). For data analysis, measures like mean, standard deviation are used. The significance of the test is calculated using t-test for the level of significance α at 0.05. The findings of the study reveal no differences between the genders in the measured dimensions of academic motivation.

Academic Resilience and its Relationships With Academic Achievement Among Students of King Faisal University in Saudi Arabia

“…Psychologically, Resilience is a construct related to strength, favorable and beneficial quality, characteristic or process, which is likely to positively impact an individual's ability, accomplishments, health, and overall well-being (Chakraborty, 2019). According to Abiola and Udofia (2011), resilience is a characteristic that is linked to improvements in the quality of life, well-being, and functional capacity during challenging circumstances.…”

“…Wang and Gordon (2012), described academic resilience as characterized as the heightened likelihood of achieving academic success despite facing challenging environmental circumstances. According to Chakraborty (2019), academic resilience refers to students' capacity to endure challenging circumstances, recover from setbacks, surmount obstacles, and effectively adjust to academic stress and requirements. However, in Martin's (2002) work, the concept of academic resilience is explored with a particular emphasis on understanding why certain students encounter adversities such as poor performance, stress, and work pressure, while others demonstrate the ability to bounce back from such challenges.…”

Are Analysts Really Overly Optimistic When Preparing Recommendations?

“…Walsh, McCartney, Van Der Pol, Buchanan, and Jones (2015) have proposed that a minimum score that can be computed is 0 (representing extreme pessimism) and the maximum being 24 (representing extreme optimism). Kreis, Molto, Bailly, Dodoun, Fabre, Rein, Hundry, Zenasni, Rozenberg, Pertuiset, Fautrel, Gossec (2015); Chakraborty (2016); Marotta, Sarno, Del Casale, Pane, Mogna, Amoruso, Felis, Fiorio (2019) proposed a sub-scale that converts the points obtained from the LOT-R test into the level of optimism. The scale is as follows from 0 to 13 points -low level of optimism, from 14 to 18 points -medium level of optimism, from 19 to 24 points -high level of optimism.…”

“…Another scale was proposed by Jurczyński (2001), where a low level of optimism ranges from 0 to 12 points, an average level of optimism ranges from 13 to 16 points, and a high level of optimism ranges from 17 to 24 points. The article uses the scale proposed by Kreis et al (2015); Chakraborty (2016); Marotta et al (2019).…”