Examining relationships between academic motivation and personality among college students

Clark, M. H.; Schroth, Christopher

doi:10.1016/j.lindif.2009.10.002

Cited by 136 publications

(101 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These correlations were based upon prior research showing significant interrelationships among personality traits (Ariani, 2013;Clark & Schroth, 2010;De Feyter et al, 2012;Hazrati-Viari et al, 2012;Komarraju & Karua, 2005;Komarraju et al, 2009;Watanabe & Kanazawa, 2009). Correlational results are found in Table 3 for both waves of data.…”

Section: Personality and Achievement Goalsmentioning

confidence: 95%

“…Conscientiousness is characterized as someone who is organized, self-controlled, and purposeful (Komarraju & Karua, 2005). Most of the literature suggests that conscientiousness and openness predict motivation, but fewer studies explain how neuroticism, agreeableness, and extroversion link with motivation (Clark & Schroth, 2010;Komarraju & Karua, 2005;Komarraju et al, 2009). The NEO-FFI was the most commonly used measure for personality, but different scales were used to measure motivation.…”

Section: Personality: a Brief Overviewmentioning

confidence: 99%

“…NEO FFI to measure personality (Komarraju & Karua 2005;HazratiViari et al, 2012), 50 Big Five Factor Markers scale (Clark & Schroth 2010) Consciousness and openness to experience (Komarraju &Karua, 2009, Hazrati-Viari et al, 2012.…”

Section: Motivation Scalementioning

confidence: 99%

“…More commonly, research suggests that self-efficacy beliefs stem from mastery experiences, vicarious experiences, verbal persuasion, and one's mood (Bandura, 1997;Chen & Usher, 2013;Usher, 2009). Currently, some research seems to suggest that personality may play a role with a person's self-efficacy such as, personality traits could be an additional source of efficacious beliefs since intrapersonal factors can affect self-efficacy (Ariani, 2013;Clark & Schroth, 2010;Furnham et al, 2003).…”

Section: Efficacious Self-beliefs and Personalitymentioning

confidence: 99%

“…Academic motivation may also parlay with students' personality traits (Komarraju & Karua, 2005;Watanabe & Kanazawa, 2009). Previous studies correlate personality traits and academic motivation (Ariani, 2013;Clark & Schroth, 2010;De Feyter, Caers, Vigna & Berings, 2012;Hazrati-Viari, Rad & Torabi, 2012;Heaven, 1990;Komarraju & Karua, 2005;Komarraju, Karua & Schmeck, 2009;Watanabe & Kanazawa, 2009). Other research suggests that academic motivation does not correspond with personality traits (Matthews, Zeidner, & Roberts, 2006;Fiske, 2008;Pintrich, 2003;Weiner, 1990).…”

mentioning

confidence: 95%

See 4 more Smart Citations

Personality and Motivation: Replication, Extension, and Replication

Jones¹,

McMichael²

2015

IJEP

View full text Add to dashboard Cite

<p class="p1">Previous work examines the relationships between personality traits and intrinsic/extrinsic motivation. We replicate and extend previous work to examine how personality may relate to achievement goals, efficacious beliefs, and mindset about intelligence. Approximately 200 undergraduates responded to the survey with a 150 participants replicating the study two weeks later. When comparing data from the first and second collections, three of the five pathways for personality and achievement goals were replicated: neuroticism, openness, and agreeableness. For personality and efficacy three of the eight pathways remained significant from the first collection to the second. Openness was the only personality factor that significantly predicted participants’ mindset about their intelligence. Results suggest certain personality traits may correspond with different motivational self-beliefs, but these results were neither reliable nor consistent. </p>

show abstract

Section: Personality and Achievement Goalsmentioning

confidence: 95%

Section: Personality: a Brief Overviewmentioning

confidence: 99%

Section: Motivation Scalementioning

confidence: 99%

Section: Efficacious Self-beliefs and Personalitymentioning

confidence: 99%

mentioning

confidence: 95%

See 3 more Smart Citations

Personality and Motivation: Replication, Extension, and Replication

Jones¹,

McMichael²

2015

IJEP

View full text Add to dashboard Cite

show abstract

Examining the Motivation of Health Profession Students to Study Human Anatomy

Meguid

Smith

Meyer

2019

Anatomical Sciences Ed

View full text Add to dashboard Cite

Students' motivation is a vital determinant of academic performance that is influenced by the learning environment. This study aimed to assess and analyze the motivation subscales between different cohorts (chiropractic, dental, medical) of anatomy students (n = 251) and to investigate if these subscales had an effect on the students' anatomy performance. A 31-item survey, the Motivated Strategies for Learning Questionnaire was utilized, covering items on intrinsic and extrinsic goal orientation, task value, control of learning belief, selfefficiency for learning and performance, and test anxiety. First-year dental students were significantly more anxious than chiropractic students. Second-year chiropractic students attached more value to anatomy education than second-year medical students. The outcome of this research demonstrated a significant relationship between first-and second-year chiropractic students between anatomy performance and motivation subscales controlling for gender such as self-efficacy for learning and performance was (β = 8, CI: 5.18-10.8, P < 0.001) and (β = 6.25, CI: 3.40-9.10, P < 0.001) for first year and second year, respectively. With regards to intrinsic goal orientation, it was (β = 4.02, CI: 1.19-6.86, P = 0.006) and (β = 5.38,, P = 0.001) for first year and second year, respectively. For the control of learning beliefs, it was (β = 3.71, 95% CI: 0.18-7.25, P = 0.04) and (β = 3.07, CI: 0.03-6.12, P = 0.048) for first year and second year, respectively. Interventions aimed at improving these motivation subscales in students could boost their anatomy performance.Anat Sci Educ 13: 340-349.

show abstract

The psychometric properties of the Persian version of the MUSIC Model of Academic Motivation Inventory among nursing students

Farahani

Saeedi

2021

Nursing Open

View full text Add to dashboard Cite

Motivation is one of the important concepts in nursing education (Miers et al., 2007;Zhang et al., 2015). Providing high-quality nursing services requires nursing students who are motivated to acquire a wide range of information and skills and a will to continuously learn and re-learn as the field develops (Bråten & Olaussen, 2007). The results of the literature review showed that the most important factors that have a positive effect on academic motivation in nursing students include the attitude of professors and families towards nursing (Oudi et al., 2006), scientific and practical competencies of instructors in clinical education, instructor behaviour with students (Hanifi et al., 2012), improving the quality of the learning environment (Aktaş & Karabulut, 2016;Karabulut et al., 2015) and a positive attitude towards the courses

show abstract

Examining relationships between academic motivation and personality among college students

Cited by 136 publications

References 22 publications

Personality and Motivation: Replication, Extension, and Replication

Personality and Motivation: Replication, Extension, and Replication

Examining the Motivation of Health Profession Students to Study Human Anatomy

The psychometric properties of the Persian version of the MUSIC Model of Academic Motivation Inventory among nursing students

Contact Info

Product

Resources

About