Motivation, Meta-Cognition and Self-Regulation as Predictors of Long Term Educational Attainment

Determinants of Student Successes in Transition from Basic Education to Secondary Education (TEOG) Examination: An Analysis Related to Non-School Variables

“…Buna göre, anne-babaların eğitim seviyesi yükseldikçe çocukların akademik başarılarının bariz bir şekilde yükseldiği görülmektedir. Bu ilişkiyi doğrulayan başka araştırmalarda bulunmaktadır (Akyol, Sungur ve Tekkaya, 2010;DeGarmo, Forgatch ve Martinez, 1999;Hall, Davis, Bolen ve Chia, 1999;Hortaçsu, 1994;Kuyper, Van der Werf ve Lubbers, 2000;Öksüzler ve Sürekçi, 2010;Yılmaz, 2000). Bu araştırmalardan bazılarında çocuğun akademik başarısında annenin (Hall vd., 1999;Hortaçsu, 1994;Öksüzler ve Sürekçi, 2010;Yılmaz, 2000), bazılarında ise babanın (Alomar, 2006;Anıl, 2009;Hortaçsu, 1995;Keskin ve Sezgin, 2009;Özer ve Anıl, 2011) daha etkili olduğu bulunmuştur.…”

Kindergarten Childrens’ Emotions, Feeling of Task-Difficulty and Ability Self-Perceptions Before and After Performing an Unfamiliar Domino

“…For example, children who feel well at school, compared to children who do not feel well at school, are more enthusiastic in participating at classroom activities, try harder, usually succeed, and, thus, become more confident about their school abilities (Ladd, Birch, & Bush, 1999;Mashburn, Hamre, Downer, & Pianta, 2006;Skinner, Wellborn, & Connell, 1990;Stephanou, 2005, submitted;Stipek, 1998). Also, positive emotions, such as curiosity, enjoyment, hope and pride, enhance motivation, facilitate learning and increase performance (Clore & Huntsinger, 2009;Meyer & Turner, 2002, Pekrun et al, 2002Stephanou, 2007Stephanou, , 2011b, whereas, intense negative emotions, such as anxiety, hopelessness, boredom and insecurity, and related thoughts, like a feeling of incompetent, interface with learning, decrease motivation, and is related to low performance (Kuyper, van der Werf, & Lubbers, 2000;Pekrun, 2005, Pekrun & Schutz, 2007Pekrun et al, 2010;Zeidner, 2007).…”

Students’ Motivation Towards Science Learning (Smtsl) of Stem Students of University of Batangas, Lipa City

“…Thus, a strong affective component of learning to comprehend these different concepts is a must. Within the affective components, motivation is important because students' motivation plays an important role in their conceptual change processes (Lee 1989, Lee and Brophy 1996, Pintrich et al 1993, critical thinking, learning strategies (Garcia and Pintrich 1992, Kuyper et al 2000, Wolters 1999) and science learning achievement (Napier and Riley 1985). Without motivation, surface learning or simply memorization will happen; which will not lead to a proper understanding of essential concepts of Science.…”