The importance of motivation as a predictor of school achievement

Steinmayr, Ricarda; Spinath, Birgit

doi:10.1016/j.lindif.2008.05.004

Cited by 453 publications

(389 citation statements)

References 55 publications

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“…The present data does not allow us to conclude precisely why students in group 2 did not exert more effort in learning. There are various possible explanations for these students' learning behaviors, for example personal characteristics and attitudes such as lower achievement goals and lower interest in the course and its topics (Pekrun 2006;Steinmayr and Spinath 2009), but also external variables such as university and study regulations. Further reasons for learning behavior and motivation in group 2 might lie in the instructional design and the combination of different forms of representation of content.…”

Section: Latent Class Analysis Identified Three Groups (Research Quesmentioning

confidence: 99%

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

et al. 2017

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Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice of different representations of content: face-to-face lectures, lecture recordings as video podcasts, and additional text material. Latent class analysis identified three groups with different patterns of integration of these representations of content: (1) students who focused on podcasts; (2) students who made little use of the different representations of content; (3) students who occasionally made use of the different learning opportunities. Students in group 1 with a focus on podcasts achieved best. They devoted more time to learning and made diligent use of a variety of learning strategies such as note-taking, generating summaries, or rehearsing with the podcasts. The results suggest providing different representations of content to take into account differences in learners' preferences and abilities. They speak in favor of podcasts, especially in lectures with a large audience. However, the results also show a group of learners who make minimal use of the various representations of content. Instructional measures should be taken to engage and support these students.

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Section: Latent Class Analysis Identified Three Groups (Research Quesmentioning

confidence: 99%

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

et al. 2017

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“…Lang and Fries (2006) adds that achievement motivation can be seen as a form of comprehensive evaluation and behavioral tendencies displayed individual based on standards that have been set. Steinmayr and Spinath (2009) also says that the motivation of achievement is the result of emotional conflict between the expectations for success and the desire to avoid failure.…”

Section: Introductionmentioning

confidence: 99%

“…The hope of success can be interpreted as positive emotions and confidence of individuals to achieve success before success is achieved (Steinmayr and Spinath, 2009;Smith, 2015). While the fear of failure is closely related to negative emotions and fear against targets outside of abilities even if such failure has not happened (Steinmayr and Spinath, 2009;Smith, 2015). The existence of these two trends lead to the achievement motivation can not be seen only by a onedimensional (unidimensional),…”

Section: Introductionmentioning

confidence: 99%

Hope of Success and Fear of Failure Predicting Academic Procrastination Students Who Working on a Thesis

Akmal¹,

Arlinkasari²,

Febriani³

2017

GUIDENA

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Abstract:Students, who are working on the thesis, have some difficulties caused by internal and external factors. Those problems can disrupt the completion of their thesis, such as the tendency to do academic procrastination. Increasing achievement motivation can reduce academic procrastination. This study aims to look at the role of achievement motivation (hope of success and fear of failure) in predicting academic procrastination. The study used a quantitative approach by distributing academic procrastination and achievement motivation questionnaires. The study involved 182 students who were working on a thesis as samples, which were obtained by using accidental sampling technique. Data were analyzed using multiple regressions. It showed that the hope of success and fear of failure have a significant role in predicting academic procrastination (R2 = 13.8%, F = 14,356, p <0.05). The hope of success can decrease academic procrastination, while fear of failure can improve it. Thus, interventions to reduce academic procrastination can be delivered by increasing students hope of success. Abstract: Students, who are working on the thesis, have some difficulties caused by internal and external factors. Those problems can disrupt the completion of their thesis, such as the tendency to do academic procrastination. Increasing achievement motivation can reduce academic procrastination. This study aims to look at the role of achievement motivation (hope of success and fear of failure) in predicting academic procrastination. The study used a quantitative approach by distributing academic procrastination and achievement motivation questionnaires. The study involved 182 students who were working on a thesis as samples, which were obtained by using accidental sampling technique. Data were analyzed using multiple regressions. It showed that the hope of success and fear of failure have a significant role in predicting academic procrastination (R2 = 13.8%, F = 14,356, p <0.05). The hope of success can decrease academic procrastination, while fear of failure can improve it. Thus, interventions to reduce academic procrastination can be delivered by increasing students hope of success. Abstract: Students, who are working on the thesis, have some difficulties caused by internal and external factors. Those problems can disrupt the completion of their thesis, such as the tendency to do academic procrastination. Increasing achievement motivation can reduce academic procrastination. This study aims to look at the role of achievement motivation (hope of success and fear of failure) in predicting academic procrastination. The study used a quantitative approach by distributing academic procrastination and achievement motivation questionnaires. The study involved 182 students who were working on a thesis as samples, which were obtained by using accidental sampling technique. Data were analyzed using multiple regressions. It showed that the hope of success and fear of failure have a significant role in predicting academic procrastination (...

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“…However, from the very early years of education, many students face failure in mathematics. Students´ affective-motivational components (i.e., motivation, self-efficacy beliefs, enjoyment, anxiety, and perceived usefulness or value of mathematics) and the strategies they use to learn mathematics (i.e., approaches to learning) impact on their achievement, regardless of their cognitive ability or previous knowledge (Kember & Watkins, 2010;Murayama, Pekrun, Lichtenfeld, & vom Hofe, 2013;Steinmayer & Spinath, 2009).…”

Section: Introductionmentioning

confidence: 99%

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

García

Pérez

Betts

et al. 2016

Learning and Individual Differences

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. How affective-motivational variables and approaches to learning relate to mathematics achievement in upper elementary levels. Learning and Individual Differences, 49,31. AbstractThe relationship between students´ motivation and attitudes towards mathematics, the approaches to learning they use, and their achievement in mathematics has been widely documented in middle school and further academic levels. However, the empirical research in earlier educational stages remains scarce. This study analyzed the predictive value of affective-motivational variables and deep and surface approaches to learning on mathematics achievement in a sample of 524 upper elementary students. Multiple linear regression analysis was used to examine the predictors of mathematics achievement.Mathematics enjoyment positively predicted mathematics achievement and age and the use of the surface approach to learning negatively predicted mathematics achievement.The variables in the model explained 21.3% of the variance in mathematics achievement.Mean differences in the affective-motivational variables and approaches to learning occurred between students with very high and very low achievement in Mathematics, yielding further evidence of important differences between the achievement extremes.

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The importance of motivation as a predictor of school achievement

Cited by 453 publications

References 55 publications

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

Hope of Success and Fear of Failure Predicting Academic Procrastination Students Who Working on a Thesis

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

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