Motivation and Academic Achievement: A Case Study of Malaysian Aboriginal (Orang Asli) Students

Hassan, Norlizah Che; Thava., M

doi:10.6007/ijarbss/v7-i14/3687

Cited by 6 publications

(7 citation statements)

References 17 publications

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“…Internal motivation to succeed and external motivation from parents and society have pushed their respondents into leading learning learners who strive to improve themselves. Similarly, Hassan and Thava [30] also found significant relationship between intrinsic motivation (self-satisfaction) and academic achievement among Orang Asli students. They found that the higher the motivation, the better the students perform academically.…”

Section: Discussionmentioning

confidence: 74%

Being successful in school: A case study of the Orang Asli (Aboriginal People) of Malaysia

Ahmad

Abdullah

Shariff

et al. 2022

IJERE

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The Orang Asli have been marginalized in many aspects including education. Despite the various support and assistance provided by the government, their development in the educational process is still lagging. However, there are cases of Orang Asli children who have managed to complete their education. The objective of the study is to identify the success factors that help the Orang Asli to be successful in their education. The research is exploratory research using qualitative method, with semi structured interviews as the primary data collection. The respondents are Orang Asli children who have completed their tertiary education. The study found that motivation and the right environment are the two important factors that contributed to the success of the respondents in the study. Environment factor is inclusive of parental, familial and societal contribution to the development of the Orang Asli education. Hence, providing the right motivation and creating the correct environment for the Orang Asli children would help them to complete their education. However, the findings are limited to the selected Orang Asli tribes and cannot be generalized to the whole Orang Asli in the country. Nonetheless, the findings provided relevant insights into the Orang Asli education and can serve as a platform for future studies.

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Section: Discussionmentioning

confidence: 74%

Being successful in school: A case study of the Orang Asli (Aboriginal People) of Malaysia

Ahmad

Abdullah

Shariff

et al. 2022

IJERE

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“…A review of previous studies that explored the impact of psychological factors (i.e., psychological well-being, academic self-efficacy, and achievement motivation) on rural students' academic performance showed varying results. For instance, a study conducted by Che Hassan and Thava (2017) involving 100 secondary aboriginal students from Kuala Langat, Selangor, showed a positive correlation between intrinsic and extrinsic motivation on students' academic performance. Aboriginal students who were highly motivated towards education showed a better understanding of the purpose of education, the importance of education, and how to improve themselves and their communities through education.…”

Section: Literature Reviewmentioning

confidence: 99%

Psychological Strengths Contributing to Rural Student’s Academic Performance in Kadazandusun

Grace

2021

MJESP

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Achieving academic success is a shared dream among students. To achieve academic success, psychological strengths, such as psychological well-being, academic self-efficacy, and motivation, are predictors of students’ academic achievement. To examine these factors, a study was conducted on rural students from the Kadazandusun community residing in the interior Sabah division. It is predicted that each of these psychological factors may contribute to the academic achievement of these rural students. There were 668 Kadazandusun rural students from 17 rural schools in Sabah who participated in this study. A set of questionnaires comprising four parts was used to measure all the variables based on the following sequence: Section A measured demographic variables, Section B measured psychological well-being, Section C measured achievement motivation, and Section D measured academic self-efficacy. The simple regression analysis showed that each psychological factor moderately affected academic achievement. Psychological well-being, achievement motivation, and academic self-efficacy contributed 4.4%, 2.2%, and 5.1% of the variance in students’ academic achievement, respectively. This study’s results may give the Ministry of Education, schools, and parents a glimpse of hope that despite educational limitations, such as lack of infrastructure and geographical location, students’ psychological strengths can enhance rural students’ academic performance. Therefore, the educational authorities can provide more programmes regarding works that increase psychological well-being, motivation, and academic efficacy, which may contribute to the academic success of rural students.

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“…Zoabi (2012) stated that nature of association between self-image and motivation on regular students and there are many opportunities in choosing courses of high school student in academics. Hassan and Thava (2017) indicated that students in Kuala Langat, Selangor found out intrinsic and extrinsic motivation has a great impact on academic achievement to enhance International Research in Education ISSN 2327-5499 2020, Vol. 8, No.…”

Section: Self-motivationmentioning

confidence: 99%

Family Status and Self-Motivation in Studies

Costaños¹,

Moneva²,

Malbas³

2020

IRE

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Family can inspire the child to perform well in school. When the students belong to a complete family they can gain more confidence to do the task. Students who have complete family can be encouraged themselves to produce positive learning style in their studies. When the student belongs to a broken family the set of behaviors can be different towards certain task. Using the correlation quantitative design, the study was conducted in the Jagobiao National High School-Senior High Department in which the data were treated with chi-square to determine the relationship between family status and self-motivation. As a result, family status and self-motivation has no significant correlation in studies of any students, self-motivation exist regardless of family status, broken and complete. The motivation of student deals with their innate behavior and attitude to achieve better academic performance.

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Motivation and Academic Achievement: A Case Study of Malaysian Aboriginal (Orang Asli) Students

Cited by 6 publications

References 17 publications

Being successful in school: A case study of the Orang Asli (Aboriginal People) of Malaysia

Being successful in school: A case study of the Orang Asli (Aboriginal People) of Malaysia

Psychological Strengths Contributing to Rural Student’s Academic Performance in Kadazandusun

Family Status and Self-Motivation in Studies

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