Investigation of the Relationship between Motivational Persistence, Procrastination Tendency and Achievement Orientation

Ertem, Zehra Sümeyye; Ari, Asım

doi:10.29333/aje.2022.712a

Cited by 4 publications

(4 citation statements)

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“…Lack of engagement and support from instructors, peers, and parents leads to weakening motivation among students (Kanellopoulou and Giannakoulopoulos, 2020, p. 143) that can result in lessening achievement. Ertem and Arı (2022) confirm a positive relationship between motivational persistence and achievement orientation. In short, the keyword in the success of online learning is how an instructor establishes students' engagement with the instructor, peers, and content to maintain their motivation.…”

Section: Introductionmentioning

confidence: 52%

The Effects of Teaching Presence on Students’ Motivation and Performance in A Long-term Online Gamified EFL Listening Course

Suharno¹,

Suherdi²,

Gunawan³

2023

INT J INSTRUCTION

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Studies have proven that gamification in learning can increase motivation and engagement, however, since the pandemic broke out and instruction was held fully online for a long time, its effectiveness has been under question. The motivation was also reportedly decreased in long-term gamified classes. Nonetheless, in gamification research, teaching presence (TP) as the predictor of success in distance instruction has not adequately been included. The study investigated the effects of TP on students' motivation and performance in a long-term online gamified EFL listening class. Teaching Presence and eMUSIC motivation framework were used to guide the research. A mixed-method with quasiexperimental design and thematic analysis was employed to mine quantitative and qualitative data respectively. Two groups of treatment and control of 42 freshmen, 28 females and 14 males aged 17-19 taking Listening for General Communication 2 were involved in the study. Independent samples t-test and one-way repeated measures ANOVA by SPSS 27 were used for the analysis of quantitative data; meanwhile, thematic analysis with NVivo 12 was used for the analysis and interpretation of qualitative data. The study revealed that TP was relatively able to maintain students' motivation and enhance performance in a long-term gamified EFL listening class. The findings recommend similar research focusing on three other language skills and Caring subscale of eMUSIC motivation.

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Section: Introductionmentioning

confidence: 52%

The Effects of Teaching Presence on Students’ Motivation and Performance in A Long-term Online Gamified EFL Listening Course

Suharno¹,

Suherdi²,

Gunawan³

2023

INT J INSTRUCTION

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“…An individual who has motivational persistence will motivationally continue to explore personal resources to overcome difficulties along their journey by effortfully trying to achieve a personal goal (Bostan, 2015). Ertem and Ari (2022) implemented that there is a positive link between motivational persistence and achievement orientation in learners. Those who have a learning orientation will learn since they would like to learn.…”

Section: The Influence Of After-class Activity On Student's Perceptio...mentioning

confidence: 99%

The effect of flipped classroom model on learner autonomy from non-English majored students’ perspectives

Tran,

Tran

2024

HCMCOUJS - SOCIAL SCIENCES

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Learner autonomy cultivation has been one of the key considerations of educators. Contributing to this attempt, this qualitative research aims to investigate college students’ perspectives on the application of the flipped classroom model, which was developed to increase autonomous learning during class and beyond. Students are encouraged to finish computer-based activities that provide them with target grammar points and vocabulary prior to class time while teachers will facilitate further learning practices and discussion in the classroom. The data were collected through semi-structured interviews with 19 non-English major students aged 20 and 21 studying at the same institute in Ho Chi Minh City. The results showed that this model has a positive effect on participants’ autonomous learning ability before and after the class sessions because the model creates an interactive learning atmosphere. This paper, in general, can be considered a useful reference for both learners and educators in regard to the applicability of the flipped classroom model to foster students’ autonomous learning and their involvement inside and outside the class.

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“…Persistence is strongly connected with academic achievement, physical education [ 6 , 7 ], foreign language learning and sports performance [ 8 , 9 ]. Particularly, in the literature, this scale has been mainly studied in student populations [ 10 , 11 , 12 , 13 ]. In the study of Erte and Ari [ 11 ] students with high motivational persistence to pursue long-term purposes and pursue current purposes have less tendency to procrastinate.…”

Section: Introductionmentioning

confidence: 99%

“…Particularly, in the literature, this scale has been mainly studied in student populations [ 10 , 11 , 12 , 13 ]. In the study of Erte and Ari [ 11 ] students with high motivational persistence to pursue long-term purposes and pursue current purposes have less tendency to procrastinate. In sports context, we couldn’t found studies using this scale.…”

Section: Introductionmentioning

confidence: 99%

Achievement Goals across Persistence—Validation of the Spanish Version of the Motivational Persistence Scale

Quintana

Moro

Pérez

2022

IJERPH

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Background: An important aspect of achievement goals is the persistence and determination that the person possesses in order to achieve it. Spain does not have an adequate instrument for its measurement. First, this article had the aim of adapt and validate the Motivational Persistence Scale of Constantin et al. in a Spanish population and athletes. Second, it had the aim of prove the relationship with deliberate practice and performance. Methods: In this study, 384 university students participated, where the factor structure was analyzed by means of a Confirmatory Factor Analysis (CFA). In study 2 of 169 athletes was used to confirm its validity in a homogeneous population and its predictive capacity on the hours of deliberate practice (DP) and performance. Results: The AFC showed a two-factor structure, reducing the original three-factor structure, presenting a good fit in both Spanish and homogeneous population of athletes and achieving a significant predictive capacity on deliberate practice. The new dimensions were Purpose Pursuing (PP) and Recurrence of Unattained Purposes (RUP). Conclusions: Overall, our results provide evidence that this scale could be a useful tool for the assessment of Persistence in the Spanish adult and athlete population.

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Investigation of the Relationship between Motivational Persistence, Procrastination Tendency and Achievement Orientation

Cited by 4 publications

References 0 publications

The Effects of Teaching Presence on Students’ Motivation and Performance in A Long-term Online Gamified EFL Listening Course

The Effects of Teaching Presence on Students’ Motivation and Performance in A Long-term Online Gamified EFL Listening Course

The effect of flipped classroom model on learner autonomy from non-English majored students’ perspectives

Achievement Goals across Persistence—Validation of the Spanish Version of the Motivational Persistence Scale

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