Self-esteem and achievement motivation as determinants of students' approaches to studying

Abouserie, Reda

doi:10.1080/03075079512331381770

Cited by 66 publications

(55 citation statements)

References 9 publications

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“…These include age (Hopper & Osbourne, 1975;Challis, 1976;Daines, 1992;Edwards, 1993;King, 1993;Terenzini et al, 1994), gender (Maynard & Pearsall, 1994;Robinson & Johnson, 1997), past experiences of education (Rothenberg, 1994), motivation to participate in HE (Houle, 1961;Boshier, 1991), global self-esteem (Coopersmith, 1975;Rosenberg, 1979;Shevlin et al, 1995;Abouserie, 1995;Blascovitch & Tomaka, 1991), academic self-concept (Reynolds, 1988;Garg, 1992;Okun & Fournett, 1991) and Academic Stress (Cooper et al, 1988;Abouserie, 1994;Fisher, 1994). Within this paper, the term direct entry refers to students' aged between 18-21 years who have come into HE straight from school.…”

Section: Introductionmentioning

confidence: 97%

An Evaluation of Factors Influencing the Academic Self-concept, Self-esteem and Academic Stress for Direct and Re-entry Students in Higher Education

Michie¹,

Glachan²,

Bray³

2001

Educational Psychology

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Establishments of Higher Education (HE) are generally recruiting a more diverse student population. This research has speci cally examined differences in the undergraduate student experience of direct and re-entry students. One hundred and twelve undergraduate direct and re-entry students took part in the study. A six-part questionnaire was used to investigate the impact of age, gender, past experiences of school and motivations for participating in HE on current global self-esteem, academic self-concept and academic stress. Re-entry students reported the most negative experiences of school overall and there was also evidence to suggest that females experienced more negative academic self-concept overall than males. If the reason to participate in HE was for career goals, academic stress levels were the highest. When the reason to participate was for cognitive interest, academic self-concept was positive and these individuals reported the most satisfaction with HE overall. Multiple regression analysis revealed a complex interrelationship of variables relating to academic self-concept, self-esteem and academic stress. These ndings suggest that the different experiences of students in HE cannot be simply explained by age strati cation.

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Section: Introductionmentioning

confidence: 97%

An Evaluation of Factors Influencing the Academic Self-concept, Self-esteem and Academic Stress for Direct and Re-entry Students in Higher Education

Michie¹,

Glachan²,

Bray³

2001

Educational Psychology

View full text Add to dashboard Cite

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“…To a large degree, these response rates are consistent with Sax et al"s (2003) study which shows that university students are "responding at lower rates than in previous decades" (p. 411) which means that whilst they may be disappointing they are not surprising. The sample size compares reasonably well to many other single institution studies in this area: For example, a number of studies have drawn conclusions from sample sizes of around 200 or less (for example, Fagan et al, 2008, Husman et al, 2004, Abouserie, 1995and De Backer and Nelson, 1999 whereas others have had much larger sample sizes such as Breen and Lindsay (2002) with almost 400 respondents and Nurmi et al (2003) with almost 700. With a sample size of 564, this paper fits in towards the top end of previous studies.…”

Section: Insert Table 1 About Herementioning

confidence: 55%

“…Booth (1997), for example, has identified studies from the UK, USA, Canada and western Europe which discuss this issue and it has also been examined from the perspective of education studies (Abouserie, 1995), mathematics and English (Eccles & Wigfield, 2002) and history (Booth, 1997). Common to many of these studies is the view that what goes hand in hand with expectations of success is how in control of learning a student feels.…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

The motivations to study and expectations of studying of undergraduate students in business and management

Adcroft

2011

Journal of Further and Higher Education

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The purpose of this paper is to examine the relationship between motivations to learn and expectations of learning and to see if there are any differences across students groups based on their choice of degree programme and level of study. Six scales were used from Pintrich et al"s (1991) Motivated Strategies for Learning Questionnaire, of which two were adapted for this study, to measure motivations to learn and expectations of learning amongst undergraduate students. Across different levels of study and programmes, 564 responses were collected. The study suggests that there is a correlation between the degree of importance and interest that students attach to their studies, their beliefs about how well they will do and their overall levels of motivation to learn. These relationships vary across different student groups. The

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“…Abouserie (1995) reports a similar link between deep learning and motivation but in the context of achievement motivation with undergraduates. In the current context, students with positive academic experiences might be described as being marked by a sense of confidence about their part-time academic world that gave them the peace of mind necessary for meaningful, knowledge oriented learning.…”

Section: Discussionmentioning

confidence: 99%

Correlates of Academic Ability Among Part-Time Graduate Students of Education in Hong Kong

Sachs

2004

PSYCHOLOGIA -An International Journal of Psychological Sciences

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Biggs' presage-product-process model provided a theoretical framework for modeling the observed interrelationships among gender, age, self-efficacy, proactive attitude, locus of control, academic experiences, knowledge orientation, learning approach, and self-reported academic ability in a sample of 120 Hong Kong graduate students of education (M.Ed. students). Gender and locus of control were found not to have any significant direct or indirect effects on self-reported academic ability. Selfefficacy, academic experiences, and learning approach had direct positive effects on self-reported academic ability, while the effects of age and proactive attitude on selfreported academic ability were indirect through one or more of the process variables which in turn had either direct or indirect effects on self-reported academic ability. The final path model, minus gender and locus of control, fit the data well, had good predictive power, and suggested that age, self-efficacy and proactive attitude could prove useful for identifying part-time M.Ed. students most likely to succeed in their studies.Key words: presage-process-product model, path analysis, part-time M.Ed. students, academic abilityPart-time students in general and part-time graduate students in particular face unique challenges in successfully completing their studies. They are usually older than their full-time counterparts and are more likely to have job and family commitments competing with the demands made on them by their part-time studies. And, moreover, they are likely to have been away from formal studies for a number of years making the initial adjustment to their role as part-time student difficult.In many ways part-time graduate students of education (M.Ed. students) could be expected to find their return to academic life even more challenging than part-time graduate students in other disciplines. Typically, part-time M.Ed. students are well along in their careers as educators with many being senior teachers and some being department heads or even school principals. Their practical classroom experience and their frontline knowledge of the day-to-day happenings in their schools could be expected to make them question textbook theories of education proffered by university lecturers who are unlikely to have the intimate knowledge of the classroom and the school that they, as practicing teachers, have. This suggests that part-time M.Ed. students might be more practically minded about their studies seeing them as a means for upgrading their qualifications rather than for obtaining deeper understanding, knowledge, or meaning. Some support for such

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Self-esteem and achievement motivation as determinants of students' approaches to studying

Cited by 66 publications

References 9 publications

An Evaluation of Factors Influencing the Academic Self-concept, Self-esteem and Academic Stress for Direct and Re-entry Students in Higher Education

An Evaluation of Factors Influencing the Academic Self-concept, Self-esteem and Academic Stress for Direct and Re-entry Students in Higher Education

The motivations to study and expectations of studying of undergraduate students in business and management

Correlates of Academic Ability Among Part-Time Graduate Students of Education in Hong Kong

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