How Students’ Motivation and Learning Experience Affect Their Service-Learning Outcomes: A Structural Equation Modeling Analysis

Lo, K.L.; Ngai, Grace; Chan, Siu Lai; Kwan, Kam‐por

doi:10.3389/fpsyg.2022.825902

Cited by 32 publications

(17 citation statements)

References 48 publications

(56 reference statements)

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“…Recent research offers valuable and critical insight into how students' performance is either increased (Chepkirui & Huang, 2021) or likely to persist when they are motivated, as in the study performed by Bucea-Manea-Tonis et al ( 2021), which also supports theoretical knowledge. Pedagogy and student motivation are likewise connected, as teaching methods and approaches can impact students' level of engagement and learning enthusiasm (Iyamu, 2016;Lo et al, 2022). A similar recent study performed by Bembenutty (2021) and Rutherford et al…”

Section: Introductionmentioning

confidence: 73%

Impact of Motivation on Student’s Academics Performance: a Case Study of Metharath University (Mru) Students

Khan,

Ewe

2024

Preprint

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This research investigates the pivotal relationship between the impact of motivation and the academic performance of Metharath University students within the concept of sustainable education. The objectives are to examine the relationship between motivation and performance and to examine the impact that motivation has on student grades. The quantitative research design involved a cross-sectional survey administered to a stratified random sample of bachelor-degree students across the three faculties at the Pathum Thani campus, Thailand. The data were analyzed using correlation analysis and simple linear regression methods. The Academic Motivation Scale (AMS) was used to measure motivation, while current academic records were used as objective indicators of performance. The findings revealed a robust positive correlation (r = 0.733) and a significant positive relationship in the regression analysis (B = 0.733, p < 0.00), affirming our hypothesis that heightened student motivation can enhance student academic performance. Based on the findings above, a positive relationship exists between motivation and performance, which provides educators, policymakers, and students with empirical evidence supporting improved learning outcomes. Despite these limitations, such as the study’s cross-sectional nature, the insights derived from the study offer a valuable foundation for future research, targeted interventions, and informed decision-making strategies using motivation as a crucial factor in shaping the academic success of university students.

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Section: Introductionmentioning

confidence: 73%

Impact of Motivation on Student’s Academics Performance: a Case Study of Metharath University (Mru) Students

Khan,

Ewe

2024

Preprint

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“…According to ,the assessment of learning outcomes by teachers is the process of collecting information or data about student learning achievements in the aspects of attitudes, knowledge, and skills which is carried out in a planned and structured manner to monitor the process, learning progress, and improve learning outcomes through assignments and evaluation of learning outcomes (Umar, 2018). The assessment of students is a necessary process to obtain information that will be used for decision-making on students, curriculum, programs, and schools, as well as policies in education (Lo et al, 2022).…”

Section: Assessment Of Student Learning Outcomesmentioning

confidence: 99%

Quality of Science Learning Services in The Covid-19 Pandemic

Andrias

Darnawati

Tarifu

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The implementation of online science learning at SMPN 3 South Wangi-Wangi did not work as it should. This study aims to determine the quality of learning services provided by teachers during the Covid-19 pandemic in terms of student satisfaction levels. The research method used in this study is a survey method with a quantitative approach. Data collection techniques in this study using questionnaires and documentation. The data analysis technique used in this study used descriptive statistical analysis. Based on the results of the study, it is known that the five indicators/dimensions of science learning services are considered to have met student expectations, with the assurance dimension obtaining the highest satisfaction score of 79.6% and the tangible dimension obtaining the lowest satisfaction score of 68%. So that after the overall calculation, it is known that the level of student satisfaction with science learning services during the Covid-19 pandemic is 73.13% so it can be categorized as satisfied. Thus, it can be concluded that the quality of science learning services at SMPN 3 South Wangi-Wangi during the Covid-19 pandemic was in a good category.

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“…Academic motivation, far from being an isolated phenomenon, interacts with psychological and environmental aspects such as self-efficacy, professional expectations, and the educational environment. It is also influenced by demographic factors like gender, academic year, and geographical location [5][6][7][8]. In the medical field, motivation is crucial in key decisions such as specialty choice, showing significant variations according to regional and socioeconomic contexts [9][10][11].…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of a Short Academic Motivation Scale (SAMS) in Medical Students

Pascual-Mariño,

Morales-García,

Sairitupa-Sanchez

et al. 2024

Behavioral Sciences

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Background: Medical education represents a complex field of study, influenced by various psychological, demographic, and contextual factors. Academic motivation, essential for educational success, has been linked to critical decisions in medical careers and can be modulated by contextual elements such as socioeconomic and geographical environments. The theory of self-determination has provided a solid framework for understanding the multidimensional nature of motivation. Objective: To evaluate the psychometric properties of a Spanish version of the Short Scale of Academic Motivation among Peruvian medical students. Methods: Using an instrumental design, the factorial structure, reliability, and gender invariance of the SAMS-S were assessed. A confirmatory factor analysis (CFA) was conducted to validate the scale’s structure based on seven dimensions. Additionally, reliability was assessed through Cronbach’s alpha coefficient and omega coefficient, and gender invariance was determined through multi-group confirmatory factor analysis. Results: The Peruvian version of the SAMS-S showed a good fit in the CFA with satisfactory goodness-of-fit indices. However, challenges in discriminant validity among certain dimensions were detected, suggesting the presence of a second-order factor. The proposed second-order model yielded an adequate fit (χ2 = 198.26, df = 70, CFI = 0.92, TLI = 0.90, RMSEA = 0.08 [90% CI: 0.07–0.1], SRMR = 0.07), validating the factorial structure of the SAMS-S. The scale’s reliability and its subscales were within acceptable ranges. Furthermore, the gender invariance of the SAMS-S was confirmed at all levels, from configural to strict. Conclusions: The second-order model of the SAMS-S presents as a valid and reliable tool for measuring academic motivation among medical students in Peru. Its robustness and adaptability make it relevant for future research in similar educational contexts and can serve as a basis for interventions aimed at improving academic motivation in this specific group.

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How Students’ Motivation and Learning Experience Affect Their Service-Learning Outcomes: A Structural Equation Modeling Analysis

Cited by 32 publications

References 48 publications

Impact of Motivation on Student’s Academics Performance: a Case Study of Metharath University (Mru) Students

Impact of Motivation on Student’s Academics Performance: a Case Study of Metharath University (Mru) Students

Quality of Science Learning Services in The Covid-19 Pandemic

Psychometric Properties of a Short Academic Motivation Scale (SAMS) in Medical Students

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