The effect of motivation and learning behaviour on student achievement

Tokan, Moses Kopong; Imakulata, Mbing Maria

doi:10.15700/saje.v39n1a1510

Cited by 138 publications

(132 citation statements)

References 6 publications

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“…When the students feel that they are not achieving anything, this may result into academic dishonesty. A further research on the Path analytic study of effect of motivation and learning behaviour on student achievement indicated that intrinsic motivation indirectly influenced learning achievement through learning behaviour, some of which may include habits of attending college, visiting the library, readiness to take the exam, as well as frequency of accessing the internet (Tokan & Imakulata, 2019).…”

Section: Discussionmentioning

confidence: 99%

Some Correlates of Academic Dishonesty among Serial-Academically Frustrated Undergraduates in Ogun State, Nigeria

Williams¹,

Aremu²

2019

Summa Psicológica

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The purpose of this study is to examine some factors (Academic self-efficacy, motivation, Locus of control and gender) associated with academic dishonesty. 250 participants of both genders (76% men and 24 % women) from 17 to 21 years old were selected using the purposive sampling technique. The instruments used were the General self-efficacy scale, the academic motivation scale, the locus of academic control scale and the academic dishonesty scale. The correlation coefficient, regression analysis, and t-tests were carried out. Academic self-efficacy, locus of control and motivation related to academic dishonesty. There was a gender difference on academic self-efficacy, locus of control and academic dishonesty. The results and implications are further discussed. ResumenEl propósito de este estudio es examinar algunos factores (autoeficacia académica, motivación, lugar de control y género) asociados con la deshonestidad académica. Se seleccionaron 250 participantes de ambos sexos (76% hombres y 24% mujeres) de edades comprendidas entre 17 y 21 años utilizando la técnica de muestreo intencional. Los instrumentos utilizados fueron la escala general de autoeficacia, la escala de motivación académica, la escala de locus de control académico y la escala de deshonestidad académica. Se realizaron coeficientes de correlación, análisis de regresión y pruebas t. Autoeficacia académica, locus de control y motivación relacionada con la deshonestidad académica. Hubo una diferencia de género en la autoeficacia académica, el lugar de control y la deshonestidad académica. Los resultados y las implicaciones se discuten más a fondo. Palabras claves: Autoeficacia académica, deshonestidad académica, lugar de control, motivación Correspondencia a: Williams Taiwo M., tolaniwilly@yahoo.com Summa Psicológica UST (CC -BY -3.0)

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Section: Discussionmentioning

confidence: 99%

Some Correlates of Academic Dishonesty among Serial-Academically Frustrated Undergraduates in Ogun State, Nigeria

Williams¹,

Aremu²

2019

Summa Psicológica

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“…Tokan and Imakulata [95] argued that intrinsic and extrinsic motivation affects the learning achievement of the students. However, research indicates that extrinsic rewards can have a negative impact on intrinsic motivation (Ken, [96]).…”

Section: Extrinsic Motivationmentioning

confidence: 99%

Motivation in Learning

Filgona

John

Gwany

et al. 2020

AJESS

235

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Motivating the learner to learn is pertinent to curriculum implementation. This is because motivation is an influential factor in the teaching-learning situations. The success of learning depends on whether or not the learners are motivated. Motivation drives learners in reaching learning goals. It is important to recognize the fact that motivating learning is a central element of good teaching. This implies that learners’ motivation is probably the single most important element of learning. Learning is inherently hard work; it is pushing the brain to its limits, and thus can only happen with motivation. Students’ motivation to learn is of special importance because students’ mere presence in the class is of course, not a guarantee that students want to learn. It is only a sign that students live in a society where children are required to attend school. Highly motivated learners are likely to learn readily, and make any class fun to teach, while unmotivated learners may likely learn very little and generally make teaching painful and frustrating. Since modern education is compulsory, teachers cannot take learners’ motivation for granted, and they have a responsibility to ensure learners are motivated to learn. Teachers must persuade learners to want to do what they ought to do. This task— understanding and therefore influencing learners’ motivations to learn—is the thrust of this article. In order to ensure that the aims and objective of the curriculum is achieved, this article focuses on providing the teachers and educators with insight to the concept and types of motivation, motives as a goal, factors affecting motivation, importance of motivation, and strategies for motivating the learners.

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“…Good behavior will help in achieving good academic achievement. Tokan and Imakulata (2019), found that the more often a student shows positive learning behavior, the better their academic achievement. According to Hanifah and Abdullah (2001), student's behavior can be explained by a) The habit of taking part in lessons, b) The habit of reading textbooks, c) Visits the library, and d) Examination habits.…”

Section: Hypothesis Development the Effect Of Student's Behavior On Smentioning

confidence: 99%

Factors Affecting Student’s Quality in Higher Education

William

Lubis

2021

JAM

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This study aims to research the influence of student’s behavior, lecturer’s competency, and school’s facilities on the student’s quality at Sekolah Tinggi Manajemen Informatika dan Komputer (STMIK) Mikroskil and Sekolah Tinggi Ilmu Ekonomi (STIE) Mikroskil Mikroskil. This research is a descriptive study with a quantitative method approach. The population in this study were undergraduate students totaling 3.493 students, the sample size used in this study is 360 students obtained using the Slovin formula. The sampling technique is stratified random sampling techniques applied to each study program. The data analysis method is multiple linear regression analysis. The results showed that student’s behavior, lecturer’s competency, and school’s facilities had a positive and significant effect on Student’s quality by 43.5 %. Future researchers are suggested to carry out the process and learning management in improving student’s quality.

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The effect of motivation and learning behaviour on student achievement

Cited by 138 publications

References 6 publications

Some Correlates of Academic Dishonesty among Serial-Academically Frustrated Undergraduates in Ogun State, Nigeria

Some Correlates of Academic Dishonesty among Serial-Academically Frustrated Undergraduates in Ogun State, Nigeria

Motivation in Learning

Factors Affecting Student’s Quality in Higher Education

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