Impact of Learning Motivation on Students’ Academic Achievement: Mediating Role of Constructive Feedback

Abstract

The study aimed to find out the impact of learning motivation after the intervention of constructive feedback on students' academic achievement. A true-experimental research with randomization pretest-posttest control group design was used in the study. The study sample comprised 97 students of grade IX that was selected purposively. The chemistry achievement test was used to measure the academic achievement. Learning motivation in the Chemistry questionnaire was used to measure learning motivation. Both the instruments were administered twice, as pretest and posttest before and after the intervention. Overall learning motivation through constructive feedback was found a significant impact on students' academic achievement. Students' task-value was found as the best predictor of students' academic achievement, whereas the students' self-efficacy and students' self-regulation also showed significant impact on students' academic achievement in Chemistry subject. It is recommended that constructive feedback should be incorporated in daily formative assessment practices in the classroom setting.

Teacher teaching performance, students’ learning motivation and academic achievement

“…Students whose motivation for learning is a mastery of a new skill employ more effective learning strategies than those whose motivation is to demonstrate success and conceal failure. The findings of this study support the research findings of numerous preceding studies (Aslam et al, 2021;Bakar et al, 2022;Mehndroo & Vandana, 2020;Rahardjo & Pertiwi, 2020;Yogie et al, 2021) that student learning motivation affected positively on student academic achievement.…”

“…This study focuses on revealing how teacher teaching performance and student learning motivation affect academic achievement in Indonesian language subjects among the state junior high school students in Merauke Regency, Indonesia. There have been a vast number of studies demonstrating how teacher performance (e.g., Kusnah, 2017;Laksono, 2017;Rohma, 2022;Togatorop & Heryanto, 2019;Widiyana, 2019) and student learning motivation (e.g., Aslam et al, 2021;Bakar et al, 2022;Mehndroo & Vandana, 2020;Ŏzen, 2017;Rahardjo & Pertiwi, 2020;Riswanto & Aryani, 2017;Yogie et al, 2021) significantly predict student academic achievement. Based on the findings of the existing literature examining the causal relationship among the surveyed variables, the theoretical framework of this study is presented in Figure 1.…”

Exploring the Simultaneous Impact of Parental Support, School Environment, Teacher Morale, and Student Learning Motivation on Student Academic Performance

“…Several recent studies highlight the crucial role of learning motivation in improving students' academic success (e.g. Almaiki, 2019;Aslam et al, 2021;Bakar et al, 2022;Mehndroo & Vandana, 2020;Ozer & Badem, 2022;Robbi et al, 2020;Steinmayr et al, 2019;Yogie et al, 2021). These studies show that learning motivation is more influential than intellectual intelligence in determining students' academic achievements.…”