We verify that the study is in accordance with established ethical guidelines. Table 5 presents the results of the relative weight analyses. Educ. doi: 10.1037/0033-2909.84.5.888. (2005). Students answered the items on a 5-point scale ranging from 1 (totally disagree) to 5 (totally agree). Results for factors affecting students for gender (, Copyright 2017 Charles Gbollie and Harriett Pearl Keamu. In addition, the issues of access, quality, governance, and management need to be enhanced for better educational service delivery for improved student learning outcomes. ICT Adoption Impact on Students' Academic Performance - Hindawi Emot. Psychol. Table 4 displays descriptive and independent samples -test statistical results of participants motivational beliefs and learning strategy use in relation to their gender. Content-specific achievement motives. In Model 1 (only motivational variables) and Model 2 (motivation and intelligence), respectively, the overall explained variance was highest for math grades (R2 = 0.42 and R2 = 0.42, respectively) followed by GPA (R2 = 0.30 and R2 = 0.34, respectively) and grades in German (R2 = 0.26 and R2 = 0.28, respectively). Ajzen, I., and Fishbein, M. (1977). Accordingly, Pintrich [7] acknowledged that research on student motivation is central to research in learning and teaching settings. Olso: University of Oslo. Both males and females can possess different types of beliefs and strategies for learning. B. J. Zimmerman and M. Martinez-Pons, Student differences in self-regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use, Journal of Educational Psychology, vol. PDF The Effect of Digital Device Usage on Student Academic Performance: A Furthermore, this research did not consider all strategy use components by students. A summary and analysis of specific detail for each of the indicators are presented below. Positive psychology: an introduction. In education, motivation can have a variety of effects on students' behavior, preferences, and results. Going to school might be viewed as a matter of satisfying parents and avoiding negative chastisements from the community. According to the expectancy-value model there are three task values that should be positively associated with achievement, namely intrinsic values, utility value, and personal importance (Eccles and Wigfield, 1995). What factors do Liberian students think are hindering their learning? It might be interesting to replicate the findings with other motivation constructs such as academic self-efficacy (Pajares, 2003), individual interest (Renninger and Hidi, 2011), or autonomous versus controlled forms of motivation (Ryan and Deci, 2000). 139150, 2014. Several researches examined how motivation is related to academic performance of college students. Psychol. In other words, it can be explained that their devotion to learning different subjects is because of their desires for rewards and fear of penalty from teachers and parents, and not based on their inner aspirations. (1997). Findings showed that after controlling for differences in students intelligence and their prior achievement expectancy components (ability self-concept, self-efficacy) were the best motivational predictors of achievement followed by task values (i.e., intrinsic/enjoyment, attainment, and utility), need for achievement and learning goals (Steinmayr and Spinath, 2009; Kriegbaum et al., 2015). 25, 5467. Even when intelligence and prior grades were controlled for, students ability self-concepts accounted for at least 10% of the variance in the criterion. The Motivated Strategies for Learning Questionnaire (MSLQ) [23], which seems to represent a useful, reliable, and valid means for assessing students motivation and the use of learning strategies [24], was adapted and used to establish the motivational component (22 items) and strategy use component (30 items), each using a 7-point scale anchored by not at all true of me (1) and very true of me (7). In Model 2, we entered intelligence into the analyses in addition to the achievement motivation variables. Annu. The internal consistency reliability coefficients for the whole and subdimensions scale range from .55 to .92. Learn. N.-D. Yang, The relationship between EFL learners' beliefs and learning strategy use, System, vol. Nevertheless, help seeking strategies for asking for assistance from peers or instructors when needed remain the least strategy component considered. Students fear of failure in math explained the smallest amount of unique variance in their math grades (4%) but the relative weight of students fear of failure did not differ significantly from that of students hope for success, work avoidance, and learning goals. Intrinsic goal orientation and self-efficacy for learning and performance were all positively correlated with organization, critical thinking, time and study environment management, and peer learning and help seeking strategies. Four research questions and 4 null hypotheses were formulated to guide the study. But these differences are infinitesimal as they failed to reach statistical significance for all motivational belief components. C. Y. Kwanue, WAEC Reports Appalling Results in May/June Exams, 2014, http://www.liberianobserver.com/education/waec-reports-%E2%80%98appalling-results%E2%80%99-mayjune-exams. Visible Learning: A Synthesis of 800+ Meta-Analyses on Achievement. Motiv. The large and consistent effects for students ability self-concept and their hope for success in our study support recommendations from positive psychology that individuals think positively about the future and regularly provide affirmation to themselves by reminding themselves of their positive attributes (Seligman and Csikszentmihalyi, 2000). Individ. Atkinson, J. W. (1957). T. Capra, Poverty and its impact on education: today and tomorrow, http://www.nea.org/assets/docs/HE/TA09PovertyCapra.pdf. Possibly, the high extrinsic motivation of students is triggered by their conception of education. (4)Liberian government through the Ministry of Education and partners must intensify efforts to alleviate various problems confronting students including worries about life challenges (poverty), access, poor learning facilities, and harassment in schools. (2)Rehearsal and organization strategies are of priority to students as they make strides to progress through the academic ladder of high school. The nature of motivation and learning strategy use is vital to improving student learning outcomes. The datasets generated for this study are available on request to the corresponding author. For all students, the school delivered the report cards that the students received 3 months before testing (t0) and 4 months after testing (t2), at the end of the term in which testing took place. Students ability self-concept turned out to be the most important motivational predictor of students grades above and beyond differences in their intelligence and prior grades, even when all predictors were assessed domain-specifically. On the other hand, test anxiety negatively correlated with rehearsal, organization, critical thinking time, and study environment management and peer learning, but it was only statistically significant with effort regulation and help seeking strategies. 1, pp. We conducted relative weight analyses to predict students academic achievement separately in math, German, and school in general. We acknowledge financial support by Deutsche Forschungsgemeinschaft and Technische Universitt Dortmund/TU Dortmund University within the funding programme Open Access Publishing. Motivation is the state that can maintain students' attention and behavior as well as provides with more energy to needed to lead tasks to completion. Based on the way motivational beliefs influence or show relationship with strategy use in this research, coupled with the available literature, it is argued that motivational beliefs and strategy use are inseparable academic twins. In this context, the two constructs cannot be separated or one completely goes without the other as students get involved in academic rituals. Received: 05 April 2019; Accepted: 11 July 2019;Published: 31 July 2019. 72, 218232. However, only few studies considered intelligence and prior achievement together with more than two motivational constructs as predictors of school students achievement (Steinmayr and Spinath, 2009; Kriegbaum et al., 2015). The objective of the study was to determine the relationship between motivation and its dimensions and academic performance in this subject. For 2016, 22,671 out of 46,927 students who registered for the exams failed, which constitutes nearly half (48.46%) of the total number of students registered [6]. Individ. Because of high harmful nature of worries (poverty) to academic performance, Capra [30] urged authorities to treat poverty, a condition that erodes our future and impedes any attempts at educational reform. According to Capra, eradicating poverty and improving education are inextricably connected. Contemp. The roles of competence beliefs and goal orientations for change in intrinsic motivation. However, a flaw of their study is that they did not assess all motivational constructs at the same level of specificity as the achievement criteria. Scale scores were obtained by computing the average of the item scores within a scale. It also identified potential hindrances to students learning and proffered suggestions for enhanced academic performance in Liberia. Participation was voluntarily and no deception took place. Confronting task difficulty in ego involvement: change in performance goals. Grand Valley State University ScholarWorks@GVSU Getting to and from school remains a paramount challenge. Multiple pathways to success: an examination of integrative motivational profiles among upper elementary and college students. All students agreed to participate. In addition, teachers should assist their students to clearly understand the need for them to build up beliefs like task value, self-efficacy for learning and performance, intrinsic goal orientation, and control for learning beliefs as well as use of critical thinking, effort regulation, and peer and help seeking strategies to enhance their learning process. P. R. Pintrich, D. A. Smith, T. Garcia, and W. J. Mckeachie, Reliability and predictive validity of the motivated strategies for learning questionnaire (Mslq), Educational and Psychological Measurement, vol. The relative weights of students math task values (9%), learning goals (5%), work avoidance (7%), and hope for success (6%) did not differ significantly from each other. Alderman [15] indicates that those students who have optimum motivation have an edge because they have adaptive attitudes and strategies, such as maintaining intrinsic interest, goal setting, and self-monitoring. Soc. 5159, 1990. Psychol. Table 3 presents SPSS output on the correlational relationships between motivational beliefs and learning strategy use by Liberian students. Therefore, there is strong evidence that believing in own competencies is advantageous with respect to academic achievement. We take a social-cognitive approach to motivation (see also Pintrich et al., 1993; Elliot and Church, 1997; Wigfield and Cambria, 2010). (4)Being a male or a female does not give any Liberian junior or senior high school student outright advantage. 65, 3040. According to Schunk [12], Pintrich thinks students must monitor, regulate, and control their cognition, motivation, and behavior as part of self-regulated learning. A sizable number of education stakeholders believes inputs in the sector do not commensurate with student attainment in regional exams. Nevertheless, we restricted the range of motivation constructs to ability self-concepts, task values, goal orientations, and achievement motives. Patterns of motivation beliefs: combining achievement goal and expectancy-value perspectives. [Goal orientations: the relevance of specific goal orientations as well as specific school subjects]. Psychol. J. Gasco, A. Goi, and J. D. Villarroel, Sex differences in mathematics motivation in 8th and 9th grade, ProcediaSocial and Behavioral Sciences, vol. Soc. Policy-making and programs must be informed by these research findings, and not by mere intuitions or presuppositions. Intelligence 34, 363374. Grades ranged from 1 to 6, and were recoded so that higher numbers represented better performance. If students did not want to participate, they could spend the testing time in their teachers room with an extra assignment. Emot. Table 1 shows means, standard deviations, and reliabilities. This rejects our hypothesis that poor learning facilities and harassment were going to top the list of learning hindrances. At this point, making straightforward generalized statements about these mean differences seems unrealistic. doi: 10.1037/0033-295X.91.3.328, Pajares, F. (2003). Educ. All students agreed to participate. Emphasis must not only be placed on grades or rewards as the surest way to academic success, but it must also consider other skills and talents of students. In accordance with Sparfeldt et al. 86, 148161. We assessed students grades in German and math as well as their overall grade point average (GPA) as criteria for school performance. 21, 215225. A cross-sectional and correlational study was carried out in a sample of 251 first-cycle Peruvian . R.Q.2. Besides, 12 widely presumed issues were punctiliously identified which could possibly hamper students learning. 10:1730. doi: 10.3389/fpsyg.2019.01730. doi: 10.1026/0012-1924/a000023, Steinmayr, R., Weidinger, A. F., and Wigfield, A. Table 2 presents detailed results of coefficient alphas, means, standard deviations, and the pairwise comparisons of various strategy components. Liberian parents, school administrators, policymakers, and partners must work out modalities to quench the level of divulged worries among students. With the numerous inputs invested in Liberias education up to this point, many Liberians had envisaged substantial improvement in student learning outcomes. To gain a comprehensive picture of the relation between students motivation and their academic achievement, we additionally take into account a traditional personality model of motivation, the theory of the achievement motive (McClelland et al., 1953), according to which students motivation is conceptualized as a relatively stable trait. There was a statistically significant difference between the two groups' intrinsic motivation to know, to accomplish, and to experience stimulation and extrinsic motivation, introjected; non-traditional students were higher than their traditional counterparts. This is, however, contingent on the sort of beliefs they hold. P. Darvas and P. Darvas, Liberia-Global Partnership for Education Grant for Basic Education Project: P117662-Implementation Status Results Report: Sequence 10, World Bank Group, Washington, DC, USA, 2015, http://www.globalpartnership.org/country/liberia. Motiv. X. Xu, The relationship between language learning motivation and the choice of language learning strategies among Chinese graduates, International Journal of English Linguistics, vol. From Table 2 results, it must be noted that, at the point of significance level, the component with the higher mean, for instance, rehearsal strategies and effort regulation strategies, the significance was in favor of rehearsal strategies. 53, no. In May 2023, Frontiers adopted a new reporting platform to be Counter 5 compliant, in line with industry standards. doi: 10.1016/j.dr.2009.12.001, Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A., Freedman-Doan, C., et al. [31]. The Effect of Motivation on Student Achievement | SpringerLink From Table 5, female students showed significant differences for worrying about life challenges (poverty) (female: mean = 2.02, SD = .98 and male: mean = 1.52, SD = .86) (323) = 4.831, (2-tailed) = 0.001. 4, pp. Bull. Before testing, we received informed consent forms from the parents of the students who were under the age of 18 on the day of the testing. A number of conclusions as well as some practical recommendations for action relative to the improvement of student performance have been advanced. Taken together, although previous work underlines the important roles of expectancy and value components of motivation for school students academic achievement, hitherto, we know little about the relative importance of expectancy components, task values, goals, and achievement motives in different domains when all of them are assessed at the same level of specificity as the achievement criteria (e.g., achievement motives in math math grades; ability self-concept for school GPA). Types of Student Motivation: Benefits and Drawbacks This conceivably indicates that some students go to school hungry and without small cash for recess. Motivation has been shown to positively influence study strategy, academic performance, adjustment and well-being in students in domains of education other than medical education (Vansteenkiste et al. Students self-reported their ability self-concepts, task values, goal orientations, and achievement motives in math, German, and school in general. Data analyses were conducted using SPSS 17.0. 25, 8592. Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Liberian students with good level of motivational beliefs are capable of using numerous learning strategies. In an apparent response, the Liberian Ministry of Education has set out a number of priorities in this direction; the most paramount among them relates to dealing with underperformance of students by endeavouring to enhance students learning outcomes [4]. Do psychosocial and study skill factors predict college outcomes? Some researchers have included work avoidance as another component of achievement goals (e.g., Nicholls, 1984; Harackiewicz et al., 1997). 30, 111116. In addition, teachers should assist their students to clearly understand the need for them to build up beliefs like task value, self-efficacy for learning and performance, intrinsic goal orientation, and control for learning beliefs as well as use of critical thinking, effort regulation, and peer and help seeking strategies to enhance their learning process. Schne, C., Dickhuser, O., Spinath, B., and Stiensmeier-Pelster, J. Student Academic Performance: The Role of Motivation - Hindawi Avoiding the demonstration of lack of ability: an underexplored aspect of goal theory. N. Mousoulides and G. Philippou, Students' motivational beliefs, self-regulation and mathematics achievement, The Psychology of Mathematics Education, vol. C. Gbollie, E. B. Waydon, and J. Bernard, Free, Compulsory Education: A Case Study in Liberia, Revenue Internationale D'Education Series, 2016, http://www.ciep.fr/en/revue-internationale-deducation-sevres/what-school-teaches-everyone. Further, students motivational belief components were expected to show relationship with strategy use components as well as gender differences in both constructs. More balanced samples are needed to generalize the findings. In the words of Zimmerman [21], self-regulated learning strategies are actions and processes directed at acquiring information or skill that involve agency, purpose, and instrumentality perceptions by learners. J. Educ. Hence, there are good prospects and big room for improvement. Psychol. Psychol. 297304, 2005. Journal J. Educ. (2002). 2, pp. doi: 10.1016/j.paid.2010.11.016, Spinath, B., Spinath, F. M., Harlaar, N., and Plomin, R. (2006). C. Gbollie and M. David, Aligning expansion and quality in higher education: an imperative to Liberia's economic growth and development, Journal of Education and Practice, vol. (3)Does there exist relationship between students motivations and strategy use? (2001). PDF The Relationship between Academic Motivation and Academic - ed On the other hand, students who report higher level of test anxiety were less likely to be self-regulating [8]. (5)Government through the Ministry of Education should make efforts to train and employ more school counsellors and psychologists to motivate, guide, and mentor students to remain focused and purposeful in their academic pursuits. Alternatively, our findings could be attributed to the sample we investigated at least to some degree. J. 173201, 1990. Bus. doi: 10.1016/j.cedpsych.2016.05.006, Seligman, M. E., and Csikszentmihalyi, M. (2000). (1953) distinguish the achievement motives hope for success (i.e., positive emotions and the belief that one can succeed) and fear of failure (i.e., negative emotions and the fear that the achievement situation is out of ones depth). (1)Based on the significant role of motivation recognized in this study, teachers need to focus keen attention on motivating their students to promote their self-efficacies, always urging students to believe in their abilities to do well, and they (teachers) must also believe in their students. Individ. Motivational beliefs, values, and goals. doi: 10.1177/0146167295213003, Eccles, J. S., and Wigfield, A. Accordingly, students must be motivated to muster courage to solicit assistance whenever necessary. Effect of Motivation on Academic Performance in Traditional and Non J. Educ. P. R. Pintrich, R. W. Roeser, and E. A. M. de Groot, Classroom and Individual differences in early adolescents' motivation and self-regulated learning, The Journal of Early Adolescence, vol. Differ. The least reported were peer pressure (going out friends) and video clubs/games with little over 17%. Means (M), Standard Deviations (SD), and Reliabilities () for all measures. AMS achievement motives scale von gjesme und nygard - deutsche fassung [AMS German version]. 515535, 1999. However, Steinmayr and Spinath (2009) who investigated the relations in three different domains did not assess all motivational constructs on the same level of specificity as the achievement criteria. A sample item to assess work avoidance is: In school/math/German, it is important to me to do as little work as possible. Internal consistency of the learning goals scale was high in all domains (0.83 0.88). Latent ability grades and test scores systematically underestimate the intellectual ability of negatively stereotyped students. Two observations are concluded from the present findings: IA impaired students' intrinsic value, utility value, and perceived satisfaction with academic performance; two aspects of academic values demonstrated different influences on satisfaction with academic performance. Despite educational inputs provided to date, the overall academic performance of Liberian students has not been impressive. Psychol. McClelland, D. C., Atkinson, J., Clark, R., and Lowell, E. (1953). 55, 514. (2004). Consultations were made at national and school levels. 46, 168184. 95, no. The Impact of Student Motivation on Participation and Academic Hum. As an affirmation, Liberian education sector stakeholders at 2015 Joint Education Sector Review (JESR) in Grand Bassa County (one of Liberias 15 counties) acknowledged the predicament and carved a joint resolution, declaring Liberias education as a state of national emergency. Which strategies do Liberian students prefer in their quest to learn? B. J. Zimmerman, A social cognitive view of self-regulated academic learning, Journal of Educational Psychology, vol. 53, 106122. Contemp. (6)Parents must desist from using children as breadwinners; National Government is recommended to compel compliance. Recreational, school feeding, transportation, continual improvement of schools, and stringent measures against harassment must be assertively supported. Then, using estimates derived from the effects of the incentives, they find differences in motivation among student groups. Before the intelligence test, there was a short break. A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? Thus, quality teachers are critical in shifting students learning in a better direction [25] and they need to consider learners motivation and cognition [8]. Therefore, future study must consider such combination of both students self-reports and their academic achievements. Rehearsal strategies have the highest mean (M = 3.84, SD = .85) and affective strategies obtained the lowest mean (M = 3.10, SD = .64). Achievement motivation energizes and directs behavior toward achievement and therefore is known to be an important determinant of academic success (e.g., Robbins et al., 2004; Hattie, 2009; Plante et al., 2013; Wigfield et al., 2016). 62, 2335. doi: 10.3102/00346543063002167, Plante, I., OKeefe, P. A., and Thort, M. (2013). A hierarchical model of approach and avoidance achievement motivation. This is an open access article distributed under the. Yet other literature suggests electronic media usage is beneficial and does not have a negative impact on academic success (Kirkorian et al., 2008).Results indicate improvements in student learning potential with increased availability and accessibility of electronic media (Kirkorian et al., 2008).Yet, this research has mainly been conducted with children in the early stages of development (i . Cognizant of this, Zimmerman [9] stresses that there is a growing pedagogical need to comprehend how students develop the capability and motivation to regulate their own learning. Although task values and learning goals did not contribute much toward explaining the variance in GPA, these two constructs became even more important for explaining variance in math and German grades. Frontiers | Family and Academic Stress and Their Impact on Students Our study demonstrated the relative importance of students ability self-concepts, their task values, learning goals, and achievement motives for students grades in different academic subjects above and beyond intelligence and prior achievement. Both males and females can possess different types of beliefs and strategies for learning. (2018). In addition to the extrapolations, wide use of rehearsal strategies might be influenced by teaching strategies employed in the classrooms. Differ. J. Educ. Appertaining access (distance to and from school), the finding of this study is consistent with one of the challenges identified by the Ministry of Education to be impeding efforts to have every child in school, according to Gbollie et al. A 2 x 2 achievement goal framework. However, there was statistically significant difference when it comes to games (phone, computer, and PlayStations) as follows: male (mean = 2.57, SD = .80) and female (mean = 2.18, SD = .99) (323) = 3.78, (2-tailed) = 0.001. To further deepen our understanding of Liberian junior and senior high school students apart from their motivational beliefs and learning strategy use, this study sought to generate students self-reports about factors hindering their learning. Res. Differential relevance of intelligence and motivation for grades and competence tests in mathematics. Reward as Motivational Approach and its Impact on Academic Performance Nevertheless, help seeking strategies for asking for assistance from peers or instructors when needed remain the least strategy component considered. Figure 1 presents the reported hindrances to learning by Liberian junior and senior high school students. The sector, like many others, was seriously affected as a result of years of civil unrests, resulting in the destruction of learning facilities and lack of qualified teachers as well as libraries and laboratories to promote smooth teaching and learning in Liberia.
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