This document summarizes a study that investigated the achievement motivation of 480 secondary school students in Sikkim, India and how it relates to their academic achievement. The study found no significant differences in achievement motivation based on gender or location but found private school students had significantly higher achievement motivation than government school students. It also found significant differences in academic achievement based on location and type of school management. Additionally, the study found a significant relationship between students' achievement motivation and their academic achievement.
Academic Achievement of Adolescents In Relation To Parental Encouragementiosrjce
This Study examines the Academic Achievement of Adolescence and Parental encouragement, the
encouragement support exerts most direct influence upon the acquisition of academic achievement. This study
explored the extent to which the parental encouragement has relation with academic achievement among school
students. Parents play a key role in shaping students achievement. Family factors such as parent’s level of
education, Parental expectations and parental support for their children seem to extent some influences on
adolescents academic achievement. Parents play an important role in educational motivation of their children.
They provide necessary facilities and educational environment which results is better performance in school.
Parents approve and appreciate activities related to education and remove any difficult felt by their wards. This
type of behavior of Parents is known as parental encouragement. In other wards parental encouragement
refers to the guidance, communication and interest shown by the parents to promote their wards progress in
school.
Social Development of 5 And 6 Year Old Children in Terms of Employment Status...inventionjournals
The purpose of this study is to evaluate the social development of 5-6 year-old children of employed and unemployed mothers. The population of the study consisted of 5-6 years-old preschool children in the province of Kayseri between 2012 and 2013. The sample group of the study was determined according to random sampling. As the data collection tool, “Marmara Social-Emotional Adaptation Scale (MSEAS) for 60- 72 Month- Old Children" developed by Işık (2006) was used. The scale consists of 19 items, which were applied to totally 200 students including 114 girls and 86 boys. In the scale, α= .89; and the test-retest stability coefficient was.89. The data were evaluated by using the SPSS 20.00 software package and analyzed as percentage, frequency, and t-test.Results indicated that the social development of children of employed mothers was higher than those of children of unemployed mothers.
This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.
The purpose of the study was to determine the major parenting styles and their influence on senior secondary school students’ social interaction in the area. The study made use of a sample of 1517 senior secondary class 2 students. It was an expost facto design with a structured questionnaire for data collection. The instrument was pre-tested to establish its validity and reliability. The results indicated that most parents seemed to adopt authoritative parenting style in their child rearing. The study showed that parenting styles have significant influence on students’ social interaction. It was inferred that authoritative parenting enables students to have positive self-concept, self assertuion, self reliance, understanding, and creativity that lead to high performance and social competence while other parenting styles lead to anti-social behaviour. Authoritative parenting style is therefore recommended to enhance students’ social interaction. Parents, students, school authorities and Government would benefit from the study.
Academic Achievement of Adolescents In Relation To Parental Encouragementiosrjce
This Study examines the Academic Achievement of Adolescence and Parental encouragement, the
encouragement support exerts most direct influence upon the acquisition of academic achievement. This study
explored the extent to which the parental encouragement has relation with academic achievement among school
students. Parents play a key role in shaping students achievement. Family factors such as parent’s level of
education, Parental expectations and parental support for their children seem to extent some influences on
adolescents academic achievement. Parents play an important role in educational motivation of their children.
They provide necessary facilities and educational environment which results is better performance in school.
Parents approve and appreciate activities related to education and remove any difficult felt by their wards. This
type of behavior of Parents is known as parental encouragement. In other wards parental encouragement
refers to the guidance, communication and interest shown by the parents to promote their wards progress in
school.
Social Development of 5 And 6 Year Old Children in Terms of Employment Status...inventionjournals
The purpose of this study is to evaluate the social development of 5-6 year-old children of employed and unemployed mothers. The population of the study consisted of 5-6 years-old preschool children in the province of Kayseri between 2012 and 2013. The sample group of the study was determined according to random sampling. As the data collection tool, “Marmara Social-Emotional Adaptation Scale (MSEAS) for 60- 72 Month- Old Children" developed by Işık (2006) was used. The scale consists of 19 items, which were applied to totally 200 students including 114 girls and 86 boys. In the scale, α= .89; and the test-retest stability coefficient was.89. The data were evaluated by using the SPSS 20.00 software package and analyzed as percentage, frequency, and t-test.Results indicated that the social development of children of employed mothers was higher than those of children of unemployed mothers.
This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.
The purpose of the study was to determine the major parenting styles and their influence on senior secondary school students’ social interaction in the area. The study made use of a sample of 1517 senior secondary class 2 students. It was an expost facto design with a structured questionnaire for data collection. The instrument was pre-tested to establish its validity and reliability. The results indicated that most parents seemed to adopt authoritative parenting style in their child rearing. The study showed that parenting styles have significant influence on students’ social interaction. It was inferred that authoritative parenting enables students to have positive self-concept, self assertuion, self reliance, understanding, and creativity that lead to high performance and social competence while other parenting styles lead to anti-social behaviour. Authoritative parenting style is therefore recommended to enhance students’ social interaction. Parents, students, school authorities and Government would benefit from the study.
Alvardo andreeina,resilience and emotional intelligence focus v11 n1 201...William Kritsonis
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Emotional, social, educational adjustment of higher secondary school students...Arul Sekar J.M.
The present study aims to investigate whether there is any significant relationship between adjustment and academic
achievement of higher secondary school students. In this survey study, the investigators used a stratified random sampling
technique for selecting the sample from the population. The stratification was done on the basis of gender and locality of
students. The sample consists of 350 higher secondary school students from ten schools in Thanjavur District, TamilNadu,
India. The tools used for the present study were Adjustment Inventory developed by A.K.P. Sinha and R.P. Singh (2007) and
academic achievement constructed by the investigator. The statistical techniques used for analyzing the data for the
present study were Karl Pearson's product-moment coefficient of correlation. The finding shows that there is a significant
relationship between emotional, social, educational adjustment of higher secondary school students in relation to
academic achievement.
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
Category (Tribe and Non-Tribe) As a Factor in Educational Aspiration of Secon...iosrjce
Out of various problems faced by the students, the problem of setting the proper level of Educational
Aspiration is the most important. Not only Psychological factors but also various societal factors like culture,
opportunities, family background of the students, their socio-economic status, task oriented attitude, educational
system, school curricula, school environment and performance influence the formation of nature and fulfillment
of educational aspirations. The entry of tribal students of Odisha into the higher education and their
representation in various elite groups is very poor. The researcher assumed it is due to the improper level of
educational and career aspiration of the people of tribal community. Keeping these in view, the researchers
considered Educational Aspiration as an important variable to study and considered the problem titled
“Category (Tribe and Non-tribe) as a Factor in Educational Aspiration: An Investigation”. For this purpose,
researchers selected 680 (N =680) Secondary School going students from different sections studying in schools
running under the Board of Secondary Education Odisha. The Mazumder Educational Aspiration Inventory
(MEAI) has been used to measure the selected variable. Descriptive statistics along with t-test have been
employed to analyze the data. The category i.e. tribe and non-tribe was found an important factor in setting
Educational Aspiration.
Effect of Social Attitude on Academic Achievement of Tribal Students at Secon...ijtsrd
The educational problems of the mass of people in the country appear to have close relations with the ethos of the society. Most of the socially and economically disadvantaged and deprived groups of the society are found to be backward. Therefore, it is necessary to examine the status of these groups, understand their socioeconomic setting and resolve the problem at hand illiteracy and ignorance. Education, with a fervent hope that it widens the mind, trains the critical faculties of thought and judgement, has always been valued highly by all societies and cultures. It is considered the sine qua non for the freedom from the shackles of ignorance, dependency and poverty etc. Eradication of illiteracy is considered as one of the significant objectives of developmental planning in India today. Literacy is universally recognised as a powerful instrument of social change. The tribal population is, however handicapped socially as well as economically and has not responded vigorously to the times aimed at the eradication of illiteracy. Priyaranjan Das "Effect of Social Attitude on Academic Achievement of Tribal Students at Secondary Level in Kalahandi District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46287.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/46287/effect-of-social-attitude-on-academic-achievement-of-tribal-students-at-secondary-level-in-kalahandi-district/priyaranjan-das
Dynamics of Deviant Behaviour on the Academic Participation of Early Adolesce...ijtsrd
Once students enter the school setting, their behaviors, interpersonal relations, and emotional adjustments contribute to their successful academic development. Positive school behaviors and interpersonal relations represent good adjustments in the school setting, whereas negative school behaviors and interpersonal relations represent poor school adjustments. The purpose of this study was to assess the influence of deviant behaviour on the academic achievement of early adolescents in the Limbe I Sub Division. This study used the descriptive survey as a design for the research study. The main instruments used were the questionnaire an interview and observation. Purposive sampling was adopted. Three secondary schools were selected. A pilot study was used on one school to improve on the clarity and relevance of the instruments. The study revealed that deviant behaviour has a very detrimental effect on academic achievement of students. Most teachers use corporal punishment as a means of managing deviant behaviour in schools. The teachers used exclusion as the last resort to pupils who have deviant behaviour. The Results also indicated that individual inattentive behaviors and classroom-level of externalizing behaviors negatively and significantly predicted academic performance three years later. Overall, results here confirmed the previous literature supporting the negative effects of inattentive behaviors and classroom-level externalizing behaviors on the students academic grades and achievement test scores. Therefore, indicators of deviant behavior (aggression, withdrawal and bullying) had an influence on the academic achievement of students with deviant behaviours. Recommendations were made to teachers, parents and other stakeholders to help curb deviant beaviours not just in schools but at home and in the community. Patrick Fonyuy Shey | Tani Emmanuel Lukong"Dynamics of Deviant Behaviour on the Academic Participation of Early Adolescents, Limbe Sub-Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-2 , February 2018, URL: http://www.ijtsrd.com/papers/ijtsrd9417.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/9417/dynamics-of-deviant-behaviour-on-the-academic-participation-of-early-adolescents-limbe-sub-division-south-west-region-of-cameroon/patrick-fonyuy-shey
Alvardo andreeina,resilience and emotional intelligence focus v11 n1 201...William Kritsonis
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Emotional, social, educational adjustment of higher secondary school students...Arul Sekar J.M.
The present study aims to investigate whether there is any significant relationship between adjustment and academic
achievement of higher secondary school students. In this survey study, the investigators used a stratified random sampling
technique for selecting the sample from the population. The stratification was done on the basis of gender and locality of
students. The sample consists of 350 higher secondary school students from ten schools in Thanjavur District, TamilNadu,
India. The tools used for the present study were Adjustment Inventory developed by A.K.P. Sinha and R.P. Singh (2007) and
academic achievement constructed by the investigator. The statistical techniques used for analyzing the data for the
present study were Karl Pearson's product-moment coefficient of correlation. The finding shows that there is a significant
relationship between emotional, social, educational adjustment of higher secondary school students in relation to
academic achievement.
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
Category (Tribe and Non-Tribe) As a Factor in Educational Aspiration of Secon...iosrjce
Out of various problems faced by the students, the problem of setting the proper level of Educational
Aspiration is the most important. Not only Psychological factors but also various societal factors like culture,
opportunities, family background of the students, their socio-economic status, task oriented attitude, educational
system, school curricula, school environment and performance influence the formation of nature and fulfillment
of educational aspirations. The entry of tribal students of Odisha into the higher education and their
representation in various elite groups is very poor. The researcher assumed it is due to the improper level of
educational and career aspiration of the people of tribal community. Keeping these in view, the researchers
considered Educational Aspiration as an important variable to study and considered the problem titled
“Category (Tribe and Non-tribe) as a Factor in Educational Aspiration: An Investigation”. For this purpose,
researchers selected 680 (N =680) Secondary School going students from different sections studying in schools
running under the Board of Secondary Education Odisha. The Mazumder Educational Aspiration Inventory
(MEAI) has been used to measure the selected variable. Descriptive statistics along with t-test have been
employed to analyze the data. The category i.e. tribe and non-tribe was found an important factor in setting
Educational Aspiration.
Effect of Social Attitude on Academic Achievement of Tribal Students at Secon...ijtsrd
The educational problems of the mass of people in the country appear to have close relations with the ethos of the society. Most of the socially and economically disadvantaged and deprived groups of the society are found to be backward. Therefore, it is necessary to examine the status of these groups, understand their socioeconomic setting and resolve the problem at hand illiteracy and ignorance. Education, with a fervent hope that it widens the mind, trains the critical faculties of thought and judgement, has always been valued highly by all societies and cultures. It is considered the sine qua non for the freedom from the shackles of ignorance, dependency and poverty etc. Eradication of illiteracy is considered as one of the significant objectives of developmental planning in India today. Literacy is universally recognised as a powerful instrument of social change. The tribal population is, however handicapped socially as well as economically and has not responded vigorously to the times aimed at the eradication of illiteracy. Priyaranjan Das "Effect of Social Attitude on Academic Achievement of Tribal Students at Secondary Level in Kalahandi District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46287.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/46287/effect-of-social-attitude-on-academic-achievement-of-tribal-students-at-secondary-level-in-kalahandi-district/priyaranjan-das
Dynamics of Deviant Behaviour on the Academic Participation of Early Adolesce...ijtsrd
Once students enter the school setting, their behaviors, interpersonal relations, and emotional adjustments contribute to their successful academic development. Positive school behaviors and interpersonal relations represent good adjustments in the school setting, whereas negative school behaviors and interpersonal relations represent poor school adjustments. The purpose of this study was to assess the influence of deviant behaviour on the academic achievement of early adolescents in the Limbe I Sub Division. This study used the descriptive survey as a design for the research study. The main instruments used were the questionnaire an interview and observation. Purposive sampling was adopted. Three secondary schools were selected. A pilot study was used on one school to improve on the clarity and relevance of the instruments. The study revealed that deviant behaviour has a very detrimental effect on academic achievement of students. Most teachers use corporal punishment as a means of managing deviant behaviour in schools. The teachers used exclusion as the last resort to pupils who have deviant behaviour. The Results also indicated that individual inattentive behaviors and classroom-level of externalizing behaviors negatively and significantly predicted academic performance three years later. Overall, results here confirmed the previous literature supporting the negative effects of inattentive behaviors and classroom-level externalizing behaviors on the students academic grades and achievement test scores. Therefore, indicators of deviant behavior (aggression, withdrawal and bullying) had an influence on the academic achievement of students with deviant behaviours. Recommendations were made to teachers, parents and other stakeholders to help curb deviant beaviours not just in schools but at home and in the community. Patrick Fonyuy Shey | Tani Emmanuel Lukong"Dynamics of Deviant Behaviour on the Academic Participation of Early Adolescents, Limbe Sub-Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-2 , February 2018, URL: http://www.ijtsrd.com/papers/ijtsrd9417.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/9417/dynamics-of-deviant-behaviour-on-the-academic-participation-of-early-adolescents-limbe-sub-division-south-west-region-of-cameroon/patrick-fonyuy-shey
Predictions 2015: Meaningful & Data-Driven - Marketing Media Communication -...Hugues Rey
Un cocktail visionnaire pour débuter l’année, enrichi par une prediction evening, qui donnera la parole à cinq orateurs de niveau international: avec Selin Atalay (HEC Paris), Philippe Eeckels (BMW), Tom Palmaerts (Trendwolves), Rashik Parmar (IBM Academy of Technology) et Hugues Rey (Havas Media Brussels). Sur invitation pour les CEO des entreprises membres du Club.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
the aim of this paper is to highlight the issue of racial socialization in education. This paper discusses racial socialization and its effects in the light of theory of "Functionalism". it concludes the lack of racial socialization has a negative impact on education and academic outcomes of students.
A Study of Personality of Secondary School Students in Relation to Frustrationijtsrd
The current study aimed at exploring the relationship between reactions to frustration level and personality of secondary school students in Indore city. Research Design To meet the objectives, ex post facto design used or the data was analysed and proper statistical techniques used. For this purpose a sample of 50 adolescents, randomly selected from four Male and Female secondary schools students Indore city, was taken. As a result significant negative relationship was found between Frustration and personality of Adolescents of Male and Female secondary schools students. Dr. Inderjeet Singh Bhatia "A Study of Personality of Secondary School Students in Relation to Frustration" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50341.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50341/a-study-of-personality-of-secondary-school-students-in-relation-to-frustration/dr-inderjeet-singh-bhatia
A Study on Spiritual Intelligence among Higher Secondary Students in Relation...QUESTJOURNAL
ABSTRACT: Spiritual Intelligence and Social Adjustment are the two psychological constructs, which scaffold each individual in the modern world to lead a value-oriented and mentally healthy life. This study aims to investigate the level of spiritual Intelligence among higher secondary students in relation to their social adjustment. For this purpose, data collected from 320 higher secondary students from various higher secondary schools of Thrissur district. The tool used for the collection of data was a Spiritual Intelligence Inventoryand Social Adjustment for higher secondary students, developed by the investigator and standardized. The results revealed that higher secondary students are having low level of Spiritual Intelligence. There is no significant difference in the Spiritual Intelligence among higher secondary school boys and girls. Rural andGovernment higher secondary school students are having a higher level of Spiritual Intelligence than Urban and Private school students are.Spiritual Intelligence and Social Adjustment are highly correlated. This study suggested that the school authorities should take immediate measures to provide adequate training for developing Spiritual Intelligence and Social Adjustment in them.
Maintaining a positive relationship among family members creates a harmonious learning environment. When children are nurtured in such surroundings, they are likely to increase their emotional, social, and academic accomplishments and learn more effectively. The purpose of this paper was to analyze the familial role in emotional, social and academic adaptation of middle school students. The sample consisted of 9,728 middle school students from different parts of a Middle East country. The size of the sample was determined using multistage random sampling. Data were obtained using an emotional, social and academic survey and a family structure questionnaire. The study showed that most students have average or better behavior adaptation. Moreover, healthy family structures, favorable economic situation, and high-end paternal professions facilitate behavior adaptation. On the other hand, maternal employment has no effect upon behavior adaptation.
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
The Influence of Family Background on the Academic Performance of Students Ec...ijtsrd
A qualitative education produces enlighten and vibrant people. Family experiences are very significant in influencing childrens performance in schools around the world. Research has shown that parental encouragement enhances, childrens academic performance especially by people with whom they communicate in their first stages of life. Against this background that this study was undertaken to examine the influence of family background on the academic performance of students in Economics in Port Harcourt Metropolis. The study was guided by three objectives which are to find out if there is a relationship between parental educational level and student’s academic performance in Economics determine the influence of parental income on students’ academic performance in Economics and to find out if there is any significant relationship between the parental level of motivation and students’ academic performance in Economics. This study is anchored on socialization theory. The study adopted a survey design to determine the influence of family background on students academic performance. The population of that study is the entire secondary school in Port Harcourt Metropolis. The study randomly selected 80 students and 20 teachers in Port Harcourt Metropolitan. Descriptive statistics and simple percentages and tabulation were used for the data collected by way of a questionnaire. Chi square was used when evaluating the null hypotheses. The study above showed that the family background of students and their academic success in economics subject is significantly positive. Based on the study findings the following recommendations were made Social and economic policies should be introduced to give children with low economic status equal opportunities to support their childrens education. Parents should provide a home environment that supports and motivates children to achieve better education at school. This can be done by teaching your children at home to improve schoolwork and to provide the necessary learning material. Sunday Nsirimobi Ordu | Egbo Glad Ogechi "The Influence of Family Background on the Academic Performance of Students Economics in Port Harcourt Metropolis" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35767.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/35767/the-influence-of-family-background-on-the-academic-performance-of-students-economics-in-port-harcourt-metropolis/sunday-nsirimobi-ordu
Emotional Competence among the Higher Secondary Studentsijtsrd
The present study focuses on the Emotional Competence among the higher secondary students. The investigator used the random sampling technique for this study. The findings of this study are i Female Students have high Emotional Competence when compared to Male students. ii There is no significant difference in mean scores of Emotional Competence with respect to Religion, iii There is no significant difference in mean scores of Emotional Competence with respect to Medium of Instruction, iv Government School Students have high Emotional Competence when compared to Private and Aided School students, v There is no significant difference in mean scores of Emotional Competence with respect to Family type, vi There is no significant difference in mean scores of Emotional Competence with respect to Father’s Occupation, and vii There is no significant difference in mean scores of Emotional Competence with respect to Mother’s Occupation. Dr. R. Muthaiyan "Emotional Competence among the Higher Secondary Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50239.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50239/emotional-competence-among-the-higher-secondary-students/dr-r-muthaiyan
A comprehensive review of research on the effect that birth order has on academic success in children. Within the CFLE matrix, this literature review falls under the substance areas of families in society and internal dynamics of families. It falls under the competency area of assessment and evaluation skills.
An Investigation into the Relationship between Scientific Attitudes of VIII C...iosrjce
In this study the investigator tries to understand measure and identify the relationship between
scientific attitude and achievement level of science in VIII class Urdu medium minority students. It also
proposes to study the influence of some of the personal and demographic variables and identify the causes for
variations in scientific attitude and the level of attainment they reach in science education with different family
backgrounds. By studying these factors it may be possible to improve the standards in science education by
adopting innovations in Science Teaching and suggest remedial measures so as to bring uniformity in science
education at secondary level Urdu medium students on par with other media pupil.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org Volume 3 Issue 6 ǁ June. 2014ǁ PP.08-15
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Achievement Motivation of Adolescents and Its Relationship with
Academic Achievement
Dr. Sita Chetri
Asst. Professor, Harkamaya college of Education.
6th
mile, Tadong, Gangtok. Sikkim- India
ABSTRACT: The present study was undertaken to investigate the achievement motivation of adolescents and
its relationship with academic achievement. The study was confined to 480 secondary school leavers studying in
different schools of Sikkim by using stratified random sampling techniques from various government and non
government managed schools within the age range of 16-17 years, from urban and rural areas. The finding of
the study revealed non significant difference in achievement motivation with regard to gender and locale
variation but significant differences in relation to management variation. Another finding of the study was the
significant difference in the academic achievement of the students with regard to locale and management
variation. The relationship between achievement motivation and academic achievement also yielded a
significant relationship at 0.05 level and 0.01 level.
KEYWORDS: Achievement Motivation, Adolescents, Gender, Locale
I. INTRODUCTION
In the present competitive world everybody desires for a high level of achievement. Today‟s modern
society expects everyone to be a high achiever. Quality of performance has been regarded as a key factor for
personal progress and national development. A modern democratic society cannot achieve its aim of economic
growth, technical development and cultural advancement without fully harnessing the talents of its citizens,
because enlightened citizens are said to be the most valuable assets of society, who cherish democratic values
preserve in basic human freedom.
People irrespective of any discrimination rich, and poor, advantage and disadvantage, literate and
illiterate, therefore, are geared to invest in education of their children. The present century has been visualized
as a technologically advance world. Hence starting from school level, parents, teachers and administrators, all
desire for heavy investment for their children. Educated manpower is the emerging need of any nation as
educated and skilled human resource is asset for any country. In this context, it becomes indispensable to
develop human resource from the early stages of human life; children are to be set to develop realistic aspiration
encompassing their lives, education and prospects of the future. Therefore, correlate to academic achievement
draw the attention of researchers.
Achievement motivation have been considered as an extended person- intrinsic motivation showing a
pattern of actions, planning and feelings connected with striving to achieve some internalized standards of
excellence. Need for achievement has been regarded as an individual‟s personality affective person‟s behaviour.
It is also regarded as a learned motivation.
Achievement Motivation is the attitude to achieve rather than the achievements themselves. It can be
considered as extended person- intrinsic motivation because its reinforcement is delayed. It arises from an
interaction within the person. Achievement motivation is “a pattern of planning of actions and of feelings
connected with striving to achieve some internalized standard of excellence, as contrasted for example, will
power or friendship” As academic achievement is not a function of cognitive variable alone the emphatic stress
on the contribution of the psychological variable is imperative. As such which of the psychological variable is of
prime importance, what percentage of proportion variance is attributable by them towards the criteria, needs
elaboration and quantification.
Adolescence is one of the important periods of life. It is characterized by innumerable and unique
Motivation can be defined as the driving force behind all the actions of an individual. The influence of an
individual‟s needs and desires both have a strong impact on the direction of their behavior. Motivation is based
on emotions and achievement related goals. There are different forms of motivation including extrinsic,
intrinsic, and psychological and achievement motivation. There are also more negative forms of motivation can
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be defined as the need for success or the attainment of excellence. Individuals will satisfy their needs through
different means, and are driven to succeed for varying reasons both internal and external. Hangal and
Aminabhavi (2007) assessed the impact of maternal employment on the Self-concept, Emotional Maturity and
Achievement Motivation of the Adolescents children of Employed mothers and Home makers. The results
revealed that the adolescent children of homemakers have significantly higher self-concept. It was also noticed
that children of employed mothers have high emotional maturity and female children of employed mothers are
highly achievement oriented.
Adsul and Kamble (2008)‟s study was carried out to investigate the effects of gender, economic
background and caste differences on achievement motivation possessed by college students on the basis of
societal transformation. The result showed that there is a significant difference between scheduled caste and
Nomadic tribes, scheduled caste and other backward castes students and between male and female students.
Forward caste and scheduled caste group students having a high achievement motivation while other backward
and nomadic tribes group students having an average level achievement motivation. As well as male students
having a high achievement motivation while female students having a below average level of achievement
motivation. The most important finding is that the computed F ratio of interaction was found to be not
significant which indicates that caste, gender and economic background of family does not jointly affect on
achievement motivation of college students.
Chaturvedi (2009) concluded that school environment plays a significant role in achievement
motivation as well as academic achievement of young adolescents. Tuckman and Trimble (1997) conducted a
study on the relationship between achievement motivation and level of aspiration and academic achievement.
The level of aspiration provided to the students through frequent quizzing help in manifesting higher
achievement. In five different studies they provided students with an incentive for studying and it was observed
that there existed a significant interaction between aspiration and achievement. Kobal and Musek (2001) found
self-concept and academic achievement are mutually interdependent. Some investigations also found national
differences concerning the relationship between academic success and self-concept. In the present study they
studied the hypotheses that academic achievement affects different components of self-concept. Further, they
investigate the possible influence of nationality (Slovenia, France) in modifying the relationship between
academic achievement and self-concept. The results of two factors analysis of variance and discriminant
analysis showed significant correlation between academic achievement and various indices of self-concept,
which varied in a nationality-dependent fashion. The French subjects exceeded Slovenians in some domains of
self-concept (i.e. verbal, academic, relations with same sex peers, relations with parents, religion and
spirituality, and general self-concept), while Slovenian subjects exceeded French subjects in the domain of
problem solving and creativity. There was no significant difference between both national samples in self-
esteem. Also, the French subjects exceeded Slovenian pupils in general academic achievement. The results were
interpreted on the grounds‟ of theoretical expectations related to the formation of self-concept and academic
achievement, as well as on the basis of national difference in the school system and personality structure.
.
Quarisy and Turki (2011) indicated that self-concept and achievement motivation of high creative male
and female adolescents is less than the low creative male and female adolescents. Self-concept and Achievement
motivation of low creative male and female adolescents is less than the average and is greater than the high
creative male and female adolescents. The results indicated that achievement motivation of the high self-concept
of the male and female adolescents is greater than the average self-concept and is greater than the low self-
concept. It also indicated that the achievement motivation of low average and high self-concept of private
syllabus and state syllabus adolescent that the achievement motivation of the higher self-concept. Total
adolescents is less than the average self-concept and is greater than the low self-concept. And the correlation
between the creativity with their physical self, social self, temperament self, educational self, moral self,
intellectual self and total self-concept of sub- samples are not significant.
The Objectives of the Study
To study whether there exists gender, locale and type of the school differences in achievement motivation
and academic achievement of secondary school students.
To study whether there exists significant difference in academic achievement due to high, average and low
level of achievement motivation in the adolescents.
To study whether high, average and low groups of students in academic achievement are discriminated in
the achievement motivation.
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Hypotheses of the Study
Ho1 There is no significant difference in the achievement motivation of secondary school students with
regard to gender, locale, and type of school variation.
Ho2 There is no significant difference in the academic achievement of students with regard to gender,
locale, and type of school variations.
Ho3 There is no significant relation between achievement motivation and academic achievement.
Ho4 The high, average and low achievement motivation groups do not significantly differ with respect
to their academic achievement.
Method of Study The design
Normative survey method was used in the present research to pertinent preside information consuming
the current status of phenomena and to draw valid general conclusive from the facts discovered. The method
was meant about what exists at present by determining the nature and degree of existent conditions. Hence the
design was of expost factor.
Sample
The sample for the investigation comprises 480 boys and girls of class Xth
from various government and non
government managed schools within the age range of 16-17 years, from urban and rural areas. The stratified
random sampling procedure has been adopted for the investigation.
Instrument
One standardized tool have been used in the present investigation for determining the performance of
the responses of the predicting variables. The criterion variable is the academic achievement. The instruments
used for the predicting variables are achievement motivation scale of Bhargava (1994). For criterion measure,
the student‟s academic achievement of final tenth class examination was considered.
Result and Discussion
Analysis and interpretation of data
For determining the significance of difference between the means of each subsample relating to gender,
locale and management variations, the „t‟ ratios were calculated in each. The result was presented in the
following table.
Differential Analysis on Achievement Motivation Variation
Summary of test of significance of differences between the means of contrasts of the sample on the
achievement motivation
Variation Sub
Samples N Mean SD SED Df „t‟ Remarks
Gender
Boys
Vs.
Girls
240
240
18.07
18.16
4.92
4.73 0.441 478
0.208
NS
Locale
Rural
Vs.
Urban
240
240
18.39
17.83
4.73
4.91
0.56 478 1.26
NS
Management
Govt.
Vs.
Private
240
240
19.02
17.20
4.55
4.93
0.433 478 4.21
S
(Þ < .05)
On perusal of the table, it was evident that obtained value of „t‟ ratio in case of gender variation which
was 0.208 was lesser than the tabulated value (1.96) at 0.05 level of significance for 478 degrees of freedom.
Hence the „t‟ ratio in case of gender was not significant. So the null hypothesis that there is no significant
difference in the achievement motivation of students with regard to gender variation could not be rejected. As
such no statistically significant difference between the boys and girls subsamples on achievement motivation
could be obtained. The study was in conformity with earlier studies done by Absul and Kamble (2008),
Mohanty (1998) Mishra (2007) who have shown gender as an intervening variable for achievement motivation.
The „t‟ ratio in case of locale variation (1.26) was lesser than the tabulated value (1.96) at 0.05 level of
significance for 478 degrees of freedom. Hence the „t‟ ratio in case of locale was also not significant. So, the
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null hypothesis that there is no significant difference in the achievement motivation of students with regard to
locale variation could not be rejected. As such no statistically significant difference between the rural and urban
subsamples on achievement motivation could be obtained. This study was in conformity with earlier research
done by Absul and Kamble (2008) and Chaturvedi (2009).
But the „t‟ ratios were significant at 0.05 level of significance in the management variation, which was
higher than the tabulated value (1.96) at 0.05 level of significance for 478 degrees of freedom. So, the null
hypothesis that there is no significant difference in the achievement motivation was rejected. This revealed that
there existed significant difference in achievement motivation of government and private school students. The
study showed that boys were more achievement motivated oriented compared to girls. The study was in
conformity with the earlier studies done by Absul and Kumble (2008) Mohanty (2007) who had shown
management as an intervening variable for achievement motivation.
Main and interaction effect of the subsamples on achievement motivation
Source Sum of
Squares
df Mean
Square F Sig. Remarks
Gender 1.008 1 1.008 .045 .832 NS
Locale 37.408 1 37.408 1.675 .196 NS
MGMT 399.675 1 399.675 17.895 0.0001 S p<.0.01
Gender & locale
7.008 1 7.008 .314 .576
NS
Gender &MGMT
.208 1 .208 .009 .923
NS
Locale &MGMT
21.675 1 21.675 .970 .325
NS
Gender , locale &
MGMT
161.008 1 161.008 7.209 .008
S
p < .01
Error 10541.933 472 22.335
Corrected Total 11169.925 479
On perusal of the table it was observed that the two groups of gender variation and locale variation did
not have significant main effects, where as in management variation the „F‟ ratio was significant at 0.01 level of
significance. In case of interaction effect of gender and locale, gender and management and locale and
management the „F‟ ratio was non significant. In case of interaction effect of gender, locale and management
variation the „F‟ ratio was significant at 0.01 level being 3.86 and the calculated value being 7.209. it was
observed that the „F‟ ratio was significant. Therefore, the null hypotheses that there is no significant interaction
effect in between gender locale and management variation was rejected. But the other hypotheses stating
interaction effect between gender and locale and management were not significant. The study indicated that
there existed significant difference in case of the subsamples relating to gender locale and management
variations.
Differential Analysis on Academic Achievement
Summary of test of significance of difference between the means of contrasts of the sample on the
Academic achievement
Variation Sub
Samples
N Mean SD SED df „t‟ Remark
Gender
Boys
Vs.
Girls
240
240
57.89
59.32
13.4
13.2
1.22 478 1.172 NS
Locale
Rural
Vs.
Urban
240
240
56.85
60.36
12.0
14.3 0.782 478 2.894 S(þ<.01)
Management
Govt.
Vs.
Private
240
240
49.45
67.77
6.85
11.9
0.782 478 20.615 S(þ<.01)
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On perusal of the table it was evident that the obtained value of „t‟ ratio in case of gender variation
(1.17) was lesser than the tabulated value (1.96) at 0.05 level of significance and for 478 degrees of freedom.
As the „t‟ ratio in case of gender variation was not significant, the null hypotheses that there is no significant
difference in the academic achievement of students with regard to gender variation could not be rejected. The
result was inconformity with earlier studies conducted by Rafai (2008).
The „t‟ ratio was significant at 0.01(2.58) level of significance in the locale variation. The „t‟ ratio in
case of locale variation (2.894) was less than the tabulated value (2.58) at 0.01 level of significance for 478
degrees of freedom. Hence the „t‟ ratio in case of locale variation was significant. So, the null hypotheses that
there does not exist significant diference in the academic achievement of students with regard to locale variation
was rejected. This revealed that there existed significant difference in the academic achievement of rural and
urban students. The result was in conformity with studies conducted by Mohanty (2007) Rafai (2008). Therefore
the investigator desired to conclude that the urban students displayed more achievement than that of the rural
students. The study revealed the urban people consciousness to grow in education.
The „t‟ ratio in case of management variation (20.615) was higher than the tabulated value (2.58) at
0.01 level of significance for 478 degrees of freedom. As the „t‟ ratio in case of management variation was
significant, the null hypothesis that there is no significant difference in the academic achievement of the
students with regard to management variation was rejected. This revealed that there existed significant
difference in academic achievement of government and non-government school students. The result was in
conformity with studies conducted by Mohanty (2007) and Rafai (2008).Therefore, the investigator desired to
conclude that the non-government students displayed more achievement than that of the government students. In
urban areas, the non-government institutions were very popular and advanced compared to government
institutions. Hence this result was obtained.
Interaction Analysis
Main and interaction effect of the Subsamples on academic achievement
Source Sum of Squares df
Mean
Square
F Sig. Remarks
Gender 245.102 1 245.102 2.784 .096 NS
Locale 1473.502 1 1473.502 16.738 .000 S þ <.01
MGMT 40278.352 1 40278.352 457.545 .000 S þ<.01
Gender&
locale
1.302 1 1.302 .015 .903 NS
Gender
&MGMT 32.552
1 32.552 .370 .543 NS
Locale
&MGMT
1980.469 1 1980.469 22.497 .000 S þ<.01
Gender ,
locale &
MGMT
20.419 1 20.419 .232 .630 NS
Error 41550.883 472 88.032
Corrected
Total
85582.581 479
On perusal of the table it was observed that the main effect of gender variation was non significant,
where as locale and management variations did have significant effects. The „F‟ ratio was significant at 0.01
level (critical value of „F‟ for df (1, 479) at 0.01 level being 6.69 and calculated value being 16.738 for locale
and 457.545 for management variation). In case of interaction effect of gender, locale and management variation
it was non significant.
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Relationship Study
Coefficient of correlation between achievement motivation and academic achievement
Subsamples N
„r‟
Achievement Motivation and
Academic Achievement
Level of
Significance
Total Sample 480 0.189 S p< .01
Total Boys 240 0.187 S p < .01
Total Girls 240 0.189 S p < .01
Total Rural 240 0.144 S p < 0.05
Total urban 240 0.121 NS
Total Government 240 0.193 S p < .01
Total
Non Government
240 0.139 S p < .05
On perusal of the table, it was observed that significant relationship was there at 0.01 level in case of
total sample, boys, girls and total government subsamples. It was also quite evident that the „r‟ values are
significant at 0.05 level of significance for total rural and total non - government subsample. The investigator
therefore desired to conclude that there does exist significant relationship between achievement motivation and
academic achievement. The same has been confirmed by applying the formula for degree of association between
the two variables through chi-square test of independence in a 3×3 contingency table. Here achievement
motivation scores falling above the 3rd
quartile point in the distribution have been put into the higher group and
scores falling below the first quartile point in the distribution have been put in to the lower group for
dichotomizing the sample on the achievement motivation variable. The same procedure was adopted to find out
high, average and low groups in academic achievement. The 3×3 contingency table was prepared and the chi-
square value of association between the two variables was obtained by the formula mentioned earlier.
Chi-square test of independence between achievement motivation and academic achievement
Achievement motivation
High Average Low Total
Academic
Achievement
High
Average
Low
Total
24
59
39
122
58
102
60
220
37
68
33
138
145
207
128
480
The computed value of chi-square being 3.394 was found to be significant at 0.05 level of significance
for four degrees of freedom. Such a result gave evidence in support of the attribute of achievement motivation
that the predictor differentiated the high, average and low scoring groups on academic achievement.
II. CONCLUSION
The finding of the study was in respect of non significant difference in achievement motivation with
regard to gender and locale variation but significant differences in relation to management variation therefore,
conclusion is drawn in the following way.
Students reading in non government schools by paying exorbitant fees are well aware of the value of
such expense and the need to achieve. Achievement motivation in non government school students were less
compared to the government school students who had incurred in less education. Thus the study purports to
encourage non government students to grow as more accountability of teachers and more dedication and
devotion to duty are observed. Another finding of the study was the significant difference in the academic
achievement of the students with regard to locale and management variation. Therefore conclusion is drawn to
encourage rural school students for higher level of academic achievement. Urban students were exposed to
modern educational technology and modern trends in the educational set up. Such type of facilities need to be
provided to the rural schools where by the students can be imbibed to achieve more rigorous practices in
drilling exercises, revision work, expose to modern media may be of greater help to encourage the rural
students to do better. So far as management is concerned rural schools are all government school because of
communication mode civilization rural students are deprived of getting better facilities in schooling. Non
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government school in the urban area are having mushroom growth when the community members can afford to
higher expenses in schools of their children. This aspect is not visible in rural area. Therefore conclusion is
drawn in respect of drawing the attention of government to equip the rural schools with all sorts of facilities and
fixing accountability of teachers for exhibiting the drive for better achievement by recruiting well and equip
and efficient leaders who are resourceful and making all other resources suitable for enhancing quality of
education.
Recommendations
Development of achievement motivation - One of the most important psychosocial variables of this study
which is responsible more than that of the other variables -self concept in determining the level of academic
achievement is achievement motivation. From the present study it has been found that achievement has a perfect
positive relationship with academic achievement. So in order to raise the academic achievement of the students
it is essential to develop their achievement motivation .Therefore the situations in the home and in school should
promote the need achievement of the pupil. In the context of the result in the present investigation the following
recommendations have been made.
Emphasis on intellectual pursuit - Need achievement can be raised if the students develop their level of
intelligence. Level of intelligence can be raised by encouraging the students to develop the problem solving
ability, thinking, reasoning etc. by participation in different activities and studying the creative work of different
persons. So far the development of achievement motivation among the students the intellectual development
should be promoted. The school should organise different curricular and co curricular activities, like seminars,
talks delivered by the intellectuals, debates, discussions etc. and should also promote students to gain correct
and current information by studying the magazines, newspapers, journals, periodicals. It should encourage the
students to study the creative writings of the eminent scholars. Not only the whole responsibility goes to the
school and teachers for promoting achievement motivation but also the home, parents, elders, neighbours share
a lot. Parents should also give the answers to each of the questions of their children with a great patience. They
should maintain home atmosphere proper for the children‟s intellectual pursuit.
Affectionate parental behaviour - Achievement motivation is also influenced by the parental behaviour.
Parents should be affectionate enough. They should listen and understand all the queries, problems and needs of
their children and should try to solve them. They should encourage the children to meet each and every problem
of their life. But they should not be over affectionate which may spoil their children.
Permissiveness of parents - Parents should be permissive. They should encourage the children to know, to gain
information by participating in different life situations. They should encourage them to be flexible, fearless and
perceive the correct knowledge only after scientific and objective investigation.
Development of level of aspiration - Pupils should have high level of aspiration. High level of aspiration is
responsible for developing high need achievement. The teacher and the parents should set high goals before the
students so that they should try to achieve them and they should develop the tendency to achieve more and
more. But care must be taken that the goals should be set up by keeping an eye to the age, gender, intellectual
standard and habitational variable or else it will have negative impact upon the children and may block their
achievement.
Reducing frustration reactions - Need achievement is also hampered by frustration. Frustration results from
repeated failure in any activities. The process of blocking or thwarting needs causes frustration in human beings.
If the children repeatedly fail in any activities they develop frustration reactions, which block their motive to
achieve. So the children should be encouraged to develop their patience and to continue the activity until the
success is achieved.
Removal of prejudices and biases - Conservative attitudes, prejudices attached to different situations and
objects are responsible in reducing the achievement motivation. The attitude of the people attached with the
resistance of girls education, caste system, child marriages, preconceived ideas about the quantity and quality of
education often cause to reduce the achievement motivation in students. So care must be taken to free the
society from these prejudices and biases.
Level of concept acquisition is to be highlighted - Teacher should make the concept clear before the students
for which they are striving. Pupil should know about the problem and prospects of the concept, the idea so that
8. Achievement Motivation of Adolescents and Its…
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they should try in different ways to achieve the same. So far the development of achievement motivation the
level of concept acquisition is to be highlighted.
Better scope for training for enhancing achievement motivation - Achievement motivation can also be
enhanced by properly planned training programme. Workshop training, refresher courses, in service training
courses should be provided for the teachers to help them to equip with necessary skills and competencies to
enhance student‟s achievement motivation.
JOURNAL
[1]. Chaturvedi, M. (2009). School Environment, Achievement Motivation and Achievement motivation Indian Jjournal of Social
Science Research. Vol.6, No. 2, Pp. 29- 37.
[2]. Adsul, R.K. and Kamble, V. (2008). Achievement motivation as a Function of Gender, Economic Background and Caste
Differences in College Students. Journal of the Indian Academy of Applied Psychology, Volume 34, No.2, Pp 323-327.
[3]. Baker, K. A. (2010). Relationship between University Students Achievement Motivation, Attitude and Academic Performance
in Malaysia. Journal of Faculty of Educational Studies, University Putra Malaysia, Malaysia.
[4]. Green, J., Nelsan, G., Martin, J. Andrew and Marsh, H. (2006). The Causal ordering of Self-concept and Achievement
Motivation and its effect on academic achievement. International Education Journal, Vol. 7(4), 534-546.
[5]. Moore,L. L., Grabsch, D.K, and Rotler, C. (2010). Using achievement Motivation Theory to explain student Participation in a
Residential leadership learning community, Journal of leadership Education. Vol.9. Issue 2.
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