This study examined the relationship between intrinsic motivation and goal orientation among college students in Pakistan. Surveys were administered to 300 male and 300 female students measuring their intrinsic motivation and goal orientation. The results showed:
1) There was no significant difference in intrinsic motivation between male and female students.
2) There was no significant difference in goal orientation between male and female students.
3) There was a significant positive correlation between students' intrinsic motivation scores and their goal orientation scores. Students with higher intrinsic motivation tended to have higher goal orientation as well.
The document examines factors that influence student motivation and achievement, including motivation, school culture, student self-concept, and goal-setting. It provides strategies for teachers and administrators to improve student motivation. Specifically, it discusses how principals can shape a positive school culture, the importance of developing student self-concept through teacher support, and how goal-setting can empower students and provide purpose. The key is for all stakeholders to work together to challenge and support students towards excellence.
Impact of curiosity and external regulation on intrinsic motivationfaridnazman
1) The study examined factors affecting intrinsic motivation among university students in Hong Kong, specifically looking at the impact of curiosity and external regulation on intrinsic motivation.
2) A survey of 162 students at a local Hong Kong university in 2011 found that curiosity was positively related to higher intrinsic motivation, but external regulation was not found to be related to intrinsic motivation.
3) The study also found no significant gender differences in levels of intrinsic motivation among the students surveyed.
Application of Delegating Model in Mentoring for Teachersiosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Motivation for the achievements is urgently needed when attending a class. For renforcing the motivation can be obtained through self-regulation this research aimed to discover students’ self-regulation in a private university at Yogyakarta. This research used quantitative approach in the form of survey. The population in this research was all students in Primary school Teacher Education comprising 233 students. Whereas, there were 155 students as the sample taken by using random sampling technique. Furthermore, students’ self-regulation was measured by using self regulation learning. The data analysis was conducted qualitatively in the form of descriptive or inferential showed by self-regulation in high category comprising 11 students or 7,09%, medium category comprising 97 students or 62,58%, and low category comprising 47 students or 30,32%. The result of this study showed that: (1) self-regulation of prospective primary school teachers was included into medium category, (2) self-regulation had an important role to improve students’ motivation.
Analysis of teachers motivation on the overall performance ofAlexander Decker
This document summarizes a study analyzing the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study found that while teachers believed motivation affected student achievement, student performance fluctuated over the past five years despite teacher motivation efforts. The study used surveys and interviews with 100 teachers and education officials to understand how teacher motivation and needs satisfaction related to student performance. Key findings were that teacher motivation plays a role in student achievement but has not consistently improved performance in Wa Municipality schools.
A comparative study of government and private secondary school teachers towar...Alexander Decker
This study compared the teaching attitudes of government and private secondary school teachers in India. 200 teachers were surveyed using the Teaching Attitude Scale. The results showed that government secondary school teachers had significantly higher attitudes towards teaching compared to private secondary school teachers. When comparing attitudes by gender within each school type, government male teachers had higher attitudes than females, while private female teachers had higher attitudes than males. The study aimed to understand differences in teaching attitudes that could impact the quality of education.
This document discusses a study on the differences in self-efficacy levels between male and female students based on their science literacy skills and learning outcomes. The study found that male students had higher levels of self-efficacy than female students across three dimensions: magnitude, strength, and generality. Male students also had superior science learning outcome scores compared to female students. However, the differences in scores between genders were not large. The study suggests developing students' self-confidence to improve their self-efficacy levels and academic performance.
The document examines factors that influence student motivation and achievement, including motivation, school culture, student self-concept, and goal-setting. It provides strategies for teachers and administrators to improve student motivation. Specifically, it discusses how principals can shape a positive school culture, the importance of developing student self-concept through teacher support, and how goal-setting can empower students and provide purpose. The key is for all stakeholders to work together to challenge and support students towards excellence.
Impact of curiosity and external regulation on intrinsic motivationfaridnazman
1) The study examined factors affecting intrinsic motivation among university students in Hong Kong, specifically looking at the impact of curiosity and external regulation on intrinsic motivation.
2) A survey of 162 students at a local Hong Kong university in 2011 found that curiosity was positively related to higher intrinsic motivation, but external regulation was not found to be related to intrinsic motivation.
3) The study also found no significant gender differences in levels of intrinsic motivation among the students surveyed.
Application of Delegating Model in Mentoring for Teachersiosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Motivation for the achievements is urgently needed when attending a class. For renforcing the motivation can be obtained through self-regulation this research aimed to discover students’ self-regulation in a private university at Yogyakarta. This research used quantitative approach in the form of survey. The population in this research was all students in Primary school Teacher Education comprising 233 students. Whereas, there were 155 students as the sample taken by using random sampling technique. Furthermore, students’ self-regulation was measured by using self regulation learning. The data analysis was conducted qualitatively in the form of descriptive or inferential showed by self-regulation in high category comprising 11 students or 7,09%, medium category comprising 97 students or 62,58%, and low category comprising 47 students or 30,32%. The result of this study showed that: (1) self-regulation of prospective primary school teachers was included into medium category, (2) self-regulation had an important role to improve students’ motivation.
Analysis of teachers motivation on the overall performance ofAlexander Decker
This document summarizes a study analyzing the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study found that while teachers believed motivation affected student achievement, student performance fluctuated over the past five years despite teacher motivation efforts. The study used surveys and interviews with 100 teachers and education officials to understand how teacher motivation and needs satisfaction related to student performance. Key findings were that teacher motivation plays a role in student achievement but has not consistently improved performance in Wa Municipality schools.
A comparative study of government and private secondary school teachers towar...Alexander Decker
This study compared the teaching attitudes of government and private secondary school teachers in India. 200 teachers were surveyed using the Teaching Attitude Scale. The results showed that government secondary school teachers had significantly higher attitudes towards teaching compared to private secondary school teachers. When comparing attitudes by gender within each school type, government male teachers had higher attitudes than females, while private female teachers had higher attitudes than males. The study aimed to understand differences in teaching attitudes that could impact the quality of education.
This document discusses a study on the differences in self-efficacy levels between male and female students based on their science literacy skills and learning outcomes. The study found that male students had higher levels of self-efficacy than female students across three dimensions: magnitude, strength, and generality. Male students also had superior science learning outcome scores compared to female students. However, the differences in scores between genders were not large. The study suggests developing students' self-confidence to improve their self-efficacy levels and academic performance.
This document summarizes a study that aims to identify factors influencing academic performance in higher education. The study assessed students' motivational levels using attribution theory and examined factors like attribution style, satisfaction, and student-teacher interactions. A literature review found that motivation, effort, psychological well-being, relationships, and studying habits can impact academic success. The study used questionnaires to measure these factors and identify areas for universities to improve the academic environment.
This document summarizes a research study that examined levels of surface and deep critical information behavior among school and university students in the UK. The study utilized qualitative interviews and focus groups as well as quantitative questionnaires to understand motivations, effort, confidence and guidance related to information behavior. Key findings included that extrinsic motivations like grades were the biggest drivers of effort. Lack of confidence was found to impact information behavior. More guidance from teachers was wanted, especially regarding finding, evaluating and selecting information. The transition from school to university requires students to take more responsibility for finding information independently.
Application of Delegating Model in Mentoring for Teachers in Madrasah Ibtidai...inventionjournals
This document summarizes a study on applying a delegating mentoring model to teachers at Wonosobo Madrasah Ibtidaiyah in Gunung Kidul, Yogyakarta, Indonesia. The study aimed to describe teachers' capabilities before and after mentoring, measure the increase in capabilities, and determine the power of the mentoring. It found that teachers' mean capability score was 3.43 before and 3.50 after mentoring, representing a 2.23% increase. Analysis also found the power of mentoring to be 0.98, categorized as very strong. The delegating model involved mentors providing autonomy and guidance to high-capability teachers to optimize their skills in scientific learning approaches.
This study examined the emotional intelligence of 150 student teachers from colleges of education in Bangalore. The researcher used the Emotional Intelligence Scale to measure students' emotional intelligence. Statistical analysis found:
1) No significant difference between aided and unaided colleges in student teacher emotional intelligence.
2) Male student teachers had significantly higher emotional intelligence than female student teachers.
3) Student teachers studying science had significantly higher emotional intelligence than those studying arts.
The study concluded emotional intelligence is important for teachers and can be developed.
Relational Assessment between Teacher's Implicit Theories, Rating Judgments a...AJHSSR Journal
In the context of the complementary roles (teacher-student), the teacher's implicit theories
interfere and form the educational relationship, direct the categorization, the resulting expectations and the
behaviors of the interacting persons, thus obstructing or facilitating the learning process. The aim of the present
study is to outline aspects of the teachers' implicit theories and discuss whether they can be altered, emphasizing
on the emergence of the imaginary element relying on student assessment. In order to achieve the aim above, a
meta-analysis of a series of four researches is carried out examining the ways that the implicit theories of
teachers are linked to the assessment judgments and the consequent expectations for student assessment.
STRUCTURAL EQUATION MODEL REVIEWING RELATIONSHIPS AMONG GOAL ORIENTATION, ACA...IAEME Publication
This study explored the association among Goal Orientation, Academic Self-efficacy, Academic Help-seeking Behaviour and Achievement on a sample of 600 secondary school students using Structural Equation Modeling (SEM) for data analysis and to see the impact. Goal orientation is an outlook toward demonstrating ability in achievement situations. Academic Self-efficacy is a person's belief in his/her ability to succeed in an academic situation. Academic help-seeking behaviour is 'seeking others help' at the time when one faces difficulties or uncertainty in the course of his/her education in classroom. Achievement is the accomplishment or acquired proficiency in the performance of an individual with respect to a given knowledge or skill. Structural Equation Modeling is a powerful technique that can combine complex path models with latent variables.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
Academic Achievement of X Class Adolescents of Chandigarh In Relation to thei...QUESTJOURNAL
ABSTRACT: Academic Achievement is the first and importance in the context of an education system aimed at progressive scholastic development of the students success in any academic task has always been of special interest to educators, parents and society at large (Ajayi, 2006). In fact, complete education system revolves around the sole objective of academic achievement of students. Today mental health issues in adolescents are considered as a growing concern in the School and for the community counsellors and educators. The present era of educational scene is changing very rapidly due to increasing competition in every sphere of life. This stress is reflected in their academic performance. The sample was comprised of 100 students including 50 girls and 50 boys of Private schools of Chandigarh. In order to see the Academic achievement of X class adolescents of Chandigarh in relation to their Mental Health. The study was an attempt to find out the relationship between the academic achievement and their mental health. For analyzing the data correlation and t-test was used. The results revealed there is positive correlation between Academic Achievement and mental health, which means if Mental Health is high the academic score will be high and vice versa and there is no significant difference between boys and girls on the variable Academic achievement and mental health
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
Relationshipbetween study involvement and affect intensity of b.ed. college t...Arul Sekar J.M.
This study aimed to explore the relationship between affect intensity and study involvement of 150 B.Ed. college teacher trainees in Tamil Nadu, India. Two questionnaires were used to measure affect intensity and study involvement. The findings showed that (1) there was no significant difference in study involvement or affect intensity between male and female trainees, and (2) there was a significant positive relationship between affect intensity and study involvement. The study suggests emotions play a role in how involved students are in their studies.
This document summarizes a study that assessed teacher efficacy among secondary school teachers in Kigali City, Rwanda. The researchers administered a 22-item teacher efficacy scale to 150 secondary teachers and analyzed their responses to measure general and personal teaching efficacy. They found that the teachers had an overall efficacy level of 54.08%, which was lower than the established efficacy level of 65.35%. Gender and subject taught did not influence efficacy levels. The study aimed to better understand teacher efficacy in Rwandan secondary schools.
Motivation is the vital tool that can enhance effectiveness and aid good performance. Individual job performance and behaviour depend greatly on motivational factors. A number of studies have been done in the area of motivation for teachers and its benefits towards better performance for the students. The purpose of this study was to investigate the influence of motivation on teachers’ effectiveness in Ilorin West Local Government Area, Kwara State. Adopted research design for this study was the descriptive survey method. The respondents comprises of 150 teachers which were simple randomly selected from 10 schools in Ilorin West. The instrument that was used for collecting data for this study was adopted from Ayuba (2017) titled Motivation and Teachers’ Effectiveness Questionnaire (MTEQ). Frequency count, percentage and mean score were used to answer research questions while Pearson Product Moment Coefficient (PPMC) and t-test were employed to test the research hypothesis. Findings revealed that teachers’ effectiveness is low and there was no significant influence of motivation on teachers’ effectiveness.
Influence of Inspirational Motivation on Teachers’ Job Commitment in Public P...inventionjournals
The purpose of this study was to establish the influence of inspirational motivation on teachers’ job commitment in public primary schools in Matinyani Sub County, Kitui County, Kenya. One research objective guided the study. The study employed descriptive survey design. The sample for the study was 25 head teachers and 169 teachers. Data was collected by use of questionnaires. Pearson product correlation coefficient was used to analyze the data. Findings revealed that there was a significant and positive relationship between inspirational motivation and teachers’ job commitment (r = .774, N = 160). Based on the findings, the study concluded that inspirational motivation increased teachers’ job commitment and thus head teachers should increase inspirational motivation which is a key to increasing teachers’ job commitment. The study suggested that comparable studies in other public primary schools should be carried out in other parts of the county to find out whether the findings can be generalized to the entire county. Secondly, since the study focused on one element of transformative leadership style, a study should be conducted to establish how other elements of transformational leadership styles influence teachers’ job commitment.
IDENTIFYING THE BEHAVIOR PATTERNS THAT INFLUENCE ON STUDENTS' ACHIEVEMENT IN ...Arul Sekar J.M.
Generally, the behavior patterns concern the social significance of values. This paper highlights the various behavior
patterns like planner behavior, solution-oriented behavior, and prescriptive behavior patterns. The main objective of the
present study is to identify the behavior patterns that influence students' achievement in psychological foundations of
learning and development: a case of Mekelle University, Ethiopia in general. The one hundred PGDT student teachers
were participating in this research. The data were collected by Behavior Pattern Rating Scale created and standardized
by Nihat Caliskan (Caliskan et al., 2017) and the investigator developed a self-made questionnaire for students'
achievement in psychological foundations of learning and development. The data were analyzed by 't' test and
Pearson's product-moment correlation. The results of the study revealed that there is no significant difference was found
in the relationship between behavior patterns and psychological foundations of learning and development.
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 10th grade students from 4 schools were divided into experimental and control groups based on pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys school, indicating co-curricular activities can positively impact academic achievement, especially for government students and girls.
Project based science-learning_and_pre-service_teachersGraceLangcoy
This study examined the effectiveness of project-based science learning on pre-service teachers' science literacy skills and creative thinking abilities in wave and optical materials. 115 pre-service teachers participated in the study. Students were divided into two groups - an experimental group that used project-based learning and a control group that used conventional learning.
The results showed that project-based learning was more effective at improving students' science literacy skills and creative thinking abilities compared to conventional learning. Students' science literacy skills such as analyzing and interpreting data improved to a moderate degree with project-based learning, while conventional learning led to low improvements. Students were also more likely to search scientific journals and proceedings for references after project-based learning. However, some
Extra Curricular Activites and Self-efficacyQuimm Lee
This document discusses a study that examined the relationship between student participation in extracurricular activities and perceived academic self-efficacy. The study hypothesized that students who participated in extracurricular activities would have higher academic self-efficacy scores than those who did not participate. The results found that academic self-efficacy scores were significantly higher for the group of students who participated in extracurricular activities, supporting the hypothesis.
EFFECT OF EXTRINSIC MOTIVATION ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVE...ijejournal
This study investigated the effect that extrinsically-motivated instructional method in collaboration with non extrinsically-motivated instructional method would have on secondary school students’ academic achievement in social studies.. The post-test only experimental design was adopted. Two randomly selected junior secondary school II (JSS II) classes made up of 45 students each were divided into two groups (experimental group and control group) and investigated.Each of the two groups made up of 45 students was taught social studies for 9 weeks using extrinsically-motivated instructional method for the
experimental group and non extrinsically-motivated instructional method for the control group. At the end of the 9th week, post-test was administered on the students to determine difference in academic achievement if any between the two groups. Using means and t-test in analyzing the data, the result showed
that, students taught social studies using extrinsically-motivated instructional method significantly performed better than students taught social studies using non extrinsically-motivated instructional method. The study recommended among others that, teachers should always strive hard to apply available
forms of extrinsic motivation in the instructional process to spur students to higher performance.
Impact of curiosity and external regulation on intrinsic motivationfaridnazman
The document discusses a study on the impact of curiosity and external regulation on intrinsic motivation among university students in Hong Kong. The study found that students with higher curiosity had greater intrinsic motivation, but external regulation was not related to intrinsic motivation. No gender differences were found in levels of intrinsic motivation. The study aimed to identify factors affecting university students' intrinsic motivation in Hong Kong and examine potential gender differences. It discussed theories of intrinsic motivation and the education system in Hong Kong.
AbstractStudent motivation holds a key in educational reforms in.docxransayo
Abstract
Student motivation holds a key in educational reforms in South Korea and Saudi Arabia. Motivating students to perform well in school requires knowledge of internal and external factors within the educational system. This research used a review of literature and explored both intrinsic and extrinsic factors in students, in teachers, and in the school systems, comparing student motivation in South Korea and Saudi Arabian schools. The analysis indicated that South Korean schools performed better than Saudi Arabian schools in academics. Both nations maintain advanced school facilities with similar systems, yet in the research one major discrepancy in academic performance emerged and showed differences in student motivation. For Saudi Arabian schools to improve student motivation, recommendations include observing motivating factors used in South Korea where emphasis is placed on the student’s learning and student involvement.
Keyword: student’s motivation, classrooms, schools, internal factors, external factors, teachers.
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as an influence that causes someone to do something. This definition does not deviate from how psychological scholars define motivation. In the wider field of psychology, studies indicate that there must be a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to stimulate young academic learners to behave in a desirable way that favors quality outcomes. Student motivation enhances the productivity of students in academics and also in sports among other extracurricular activities (Christiana, 2009).
Without motivational factors within a school environment or any other organizational environment in general, productivity goes down. There are two types of motivation; extrinsic (external) motivation and intrinsic (internal) motivation (Christiana, 2009). Analysts sometimes refer to intrinsic motivation as self-motivation, propelled by the need to fulfill personal desires. These aspects are relevant in promoting student motivation. Internal and external factors have to be put into perspective to achieve the full package of the intended results.
This study expounded on student motivation, an aspect that is not limited by geographical boundaries but rather it affects students worldwide. Regardless of racial, social,or economic reasons people are different; motivational force is what determines how students tend to perform in school (Tiwari, Tiwari,& Sharma, 2014). What stimulates students to perform in a particular way is a set of standards. The include simple aspects such as effectiveness of the classroom environment. Education requires enough resources for the students and teachers included.
This document summarizes a study that aims to identify factors influencing academic performance in higher education. The study assessed students' motivational levels using attribution theory and examined factors like attribution style, satisfaction, and student-teacher interactions. A literature review found that motivation, effort, psychological well-being, relationships, and studying habits can impact academic success. The study used questionnaires to measure these factors and identify areas for universities to improve the academic environment.
This document summarizes a research study that examined levels of surface and deep critical information behavior among school and university students in the UK. The study utilized qualitative interviews and focus groups as well as quantitative questionnaires to understand motivations, effort, confidence and guidance related to information behavior. Key findings included that extrinsic motivations like grades were the biggest drivers of effort. Lack of confidence was found to impact information behavior. More guidance from teachers was wanted, especially regarding finding, evaluating and selecting information. The transition from school to university requires students to take more responsibility for finding information independently.
Application of Delegating Model in Mentoring for Teachers in Madrasah Ibtidai...inventionjournals
This document summarizes a study on applying a delegating mentoring model to teachers at Wonosobo Madrasah Ibtidaiyah in Gunung Kidul, Yogyakarta, Indonesia. The study aimed to describe teachers' capabilities before and after mentoring, measure the increase in capabilities, and determine the power of the mentoring. It found that teachers' mean capability score was 3.43 before and 3.50 after mentoring, representing a 2.23% increase. Analysis also found the power of mentoring to be 0.98, categorized as very strong. The delegating model involved mentors providing autonomy and guidance to high-capability teachers to optimize their skills in scientific learning approaches.
This study examined the emotional intelligence of 150 student teachers from colleges of education in Bangalore. The researcher used the Emotional Intelligence Scale to measure students' emotional intelligence. Statistical analysis found:
1) No significant difference between aided and unaided colleges in student teacher emotional intelligence.
2) Male student teachers had significantly higher emotional intelligence than female student teachers.
3) Student teachers studying science had significantly higher emotional intelligence than those studying arts.
The study concluded emotional intelligence is important for teachers and can be developed.
Relational Assessment between Teacher's Implicit Theories, Rating Judgments a...AJHSSR Journal
In the context of the complementary roles (teacher-student), the teacher's implicit theories
interfere and form the educational relationship, direct the categorization, the resulting expectations and the
behaviors of the interacting persons, thus obstructing or facilitating the learning process. The aim of the present
study is to outline aspects of the teachers' implicit theories and discuss whether they can be altered, emphasizing
on the emergence of the imaginary element relying on student assessment. In order to achieve the aim above, a
meta-analysis of a series of four researches is carried out examining the ways that the implicit theories of
teachers are linked to the assessment judgments and the consequent expectations for student assessment.
STRUCTURAL EQUATION MODEL REVIEWING RELATIONSHIPS AMONG GOAL ORIENTATION, ACA...IAEME Publication
This study explored the association among Goal Orientation, Academic Self-efficacy, Academic Help-seeking Behaviour and Achievement on a sample of 600 secondary school students using Structural Equation Modeling (SEM) for data analysis and to see the impact. Goal orientation is an outlook toward demonstrating ability in achievement situations. Academic Self-efficacy is a person's belief in his/her ability to succeed in an academic situation. Academic help-seeking behaviour is 'seeking others help' at the time when one faces difficulties or uncertainty in the course of his/her education in classroom. Achievement is the accomplishment or acquired proficiency in the performance of an individual with respect to a given knowledge or skill. Structural Equation Modeling is a powerful technique that can combine complex path models with latent variables.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
Academic Achievement of X Class Adolescents of Chandigarh In Relation to thei...QUESTJOURNAL
ABSTRACT: Academic Achievement is the first and importance in the context of an education system aimed at progressive scholastic development of the students success in any academic task has always been of special interest to educators, parents and society at large (Ajayi, 2006). In fact, complete education system revolves around the sole objective of academic achievement of students. Today mental health issues in adolescents are considered as a growing concern in the School and for the community counsellors and educators. The present era of educational scene is changing very rapidly due to increasing competition in every sphere of life. This stress is reflected in their academic performance. The sample was comprised of 100 students including 50 girls and 50 boys of Private schools of Chandigarh. In order to see the Academic achievement of X class adolescents of Chandigarh in relation to their Mental Health. The study was an attempt to find out the relationship between the academic achievement and their mental health. For analyzing the data correlation and t-test was used. The results revealed there is positive correlation between Academic Achievement and mental health, which means if Mental Health is high the academic score will be high and vice versa and there is no significant difference between boys and girls on the variable Academic achievement and mental health
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
Relationshipbetween study involvement and affect intensity of b.ed. college t...Arul Sekar J.M.
This study aimed to explore the relationship between affect intensity and study involvement of 150 B.Ed. college teacher trainees in Tamil Nadu, India. Two questionnaires were used to measure affect intensity and study involvement. The findings showed that (1) there was no significant difference in study involvement or affect intensity between male and female trainees, and (2) there was a significant positive relationship between affect intensity and study involvement. The study suggests emotions play a role in how involved students are in their studies.
This document summarizes a study that assessed teacher efficacy among secondary school teachers in Kigali City, Rwanda. The researchers administered a 22-item teacher efficacy scale to 150 secondary teachers and analyzed their responses to measure general and personal teaching efficacy. They found that the teachers had an overall efficacy level of 54.08%, which was lower than the established efficacy level of 65.35%. Gender and subject taught did not influence efficacy levels. The study aimed to better understand teacher efficacy in Rwandan secondary schools.
Motivation is the vital tool that can enhance effectiveness and aid good performance. Individual job performance and behaviour depend greatly on motivational factors. A number of studies have been done in the area of motivation for teachers and its benefits towards better performance for the students. The purpose of this study was to investigate the influence of motivation on teachers’ effectiveness in Ilorin West Local Government Area, Kwara State. Adopted research design for this study was the descriptive survey method. The respondents comprises of 150 teachers which were simple randomly selected from 10 schools in Ilorin West. The instrument that was used for collecting data for this study was adopted from Ayuba (2017) titled Motivation and Teachers’ Effectiveness Questionnaire (MTEQ). Frequency count, percentage and mean score were used to answer research questions while Pearson Product Moment Coefficient (PPMC) and t-test were employed to test the research hypothesis. Findings revealed that teachers’ effectiveness is low and there was no significant influence of motivation on teachers’ effectiveness.
Influence of Inspirational Motivation on Teachers’ Job Commitment in Public P...inventionjournals
The purpose of this study was to establish the influence of inspirational motivation on teachers’ job commitment in public primary schools in Matinyani Sub County, Kitui County, Kenya. One research objective guided the study. The study employed descriptive survey design. The sample for the study was 25 head teachers and 169 teachers. Data was collected by use of questionnaires. Pearson product correlation coefficient was used to analyze the data. Findings revealed that there was a significant and positive relationship between inspirational motivation and teachers’ job commitment (r = .774, N = 160). Based on the findings, the study concluded that inspirational motivation increased teachers’ job commitment and thus head teachers should increase inspirational motivation which is a key to increasing teachers’ job commitment. The study suggested that comparable studies in other public primary schools should be carried out in other parts of the county to find out whether the findings can be generalized to the entire county. Secondly, since the study focused on one element of transformative leadership style, a study should be conducted to establish how other elements of transformational leadership styles influence teachers’ job commitment.
IDENTIFYING THE BEHAVIOR PATTERNS THAT INFLUENCE ON STUDENTS' ACHIEVEMENT IN ...Arul Sekar J.M.
Generally, the behavior patterns concern the social significance of values. This paper highlights the various behavior
patterns like planner behavior, solution-oriented behavior, and prescriptive behavior patterns. The main objective of the
present study is to identify the behavior patterns that influence students' achievement in psychological foundations of
learning and development: a case of Mekelle University, Ethiopia in general. The one hundred PGDT student teachers
were participating in this research. The data were collected by Behavior Pattern Rating Scale created and standardized
by Nihat Caliskan (Caliskan et al., 2017) and the investigator developed a self-made questionnaire for students'
achievement in psychological foundations of learning and development. The data were analyzed by 't' test and
Pearson's product-moment correlation. The results of the study revealed that there is no significant difference was found
in the relationship between behavior patterns and psychological foundations of learning and development.
11.the effectiveness of co curricular activities on academic achievements of ...Alexander Decker
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in District Abbottabad, Pakistan. 200 10th grade students from 4 schools were divided into experimental and control groups based on pre-test scores. The experimental groups participated in 40 minutes of daily co-curricular activities for 12 weeks, while the control groups did not. Post-tests showed the experimental groups performed significantly better in government boys, girls, and private girls schools, but not private boys school, indicating co-curricular activities can positively impact academic achievement, especially for government students and girls.
Project based science-learning_and_pre-service_teachersGraceLangcoy
This study examined the effectiveness of project-based science learning on pre-service teachers' science literacy skills and creative thinking abilities in wave and optical materials. 115 pre-service teachers participated in the study. Students were divided into two groups - an experimental group that used project-based learning and a control group that used conventional learning.
The results showed that project-based learning was more effective at improving students' science literacy skills and creative thinking abilities compared to conventional learning. Students' science literacy skills such as analyzing and interpreting data improved to a moderate degree with project-based learning, while conventional learning led to low improvements. Students were also more likely to search scientific journals and proceedings for references after project-based learning. However, some
Extra Curricular Activites and Self-efficacyQuimm Lee
This document discusses a study that examined the relationship between student participation in extracurricular activities and perceived academic self-efficacy. The study hypothesized that students who participated in extracurricular activities would have higher academic self-efficacy scores than those who did not participate. The results found that academic self-efficacy scores were significantly higher for the group of students who participated in extracurricular activities, supporting the hypothesis.
EFFECT OF EXTRINSIC MOTIVATION ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVE...ijejournal
This study investigated the effect that extrinsically-motivated instructional method in collaboration with non extrinsically-motivated instructional method would have on secondary school students’ academic achievement in social studies.. The post-test only experimental design was adopted. Two randomly selected junior secondary school II (JSS II) classes made up of 45 students each were divided into two groups (experimental group and control group) and investigated.Each of the two groups made up of 45 students was taught social studies for 9 weeks using extrinsically-motivated instructional method for the
experimental group and non extrinsically-motivated instructional method for the control group. At the end of the 9th week, post-test was administered on the students to determine difference in academic achievement if any between the two groups. Using means and t-test in analyzing the data, the result showed
that, students taught social studies using extrinsically-motivated instructional method significantly performed better than students taught social studies using non extrinsically-motivated instructional method. The study recommended among others that, teachers should always strive hard to apply available
forms of extrinsic motivation in the instructional process to spur students to higher performance.
Impact of curiosity and external regulation on intrinsic motivationfaridnazman
The document discusses a study on the impact of curiosity and external regulation on intrinsic motivation among university students in Hong Kong. The study found that students with higher curiosity had greater intrinsic motivation, but external regulation was not related to intrinsic motivation. No gender differences were found in levels of intrinsic motivation. The study aimed to identify factors affecting university students' intrinsic motivation in Hong Kong and examine potential gender differences. It discussed theories of intrinsic motivation and the education system in Hong Kong.
AbstractStudent motivation holds a key in educational reforms in.docxransayo
Abstract
Student motivation holds a key in educational reforms in South Korea and Saudi Arabia. Motivating students to perform well in school requires knowledge of internal and external factors within the educational system. This research used a review of literature and explored both intrinsic and extrinsic factors in students, in teachers, and in the school systems, comparing student motivation in South Korea and Saudi Arabian schools. The analysis indicated that South Korean schools performed better than Saudi Arabian schools in academics. Both nations maintain advanced school facilities with similar systems, yet in the research one major discrepancy in academic performance emerged and showed differences in student motivation. For Saudi Arabian schools to improve student motivation, recommendations include observing motivating factors used in South Korea where emphasis is placed on the student’s learning and student involvement.
Keyword: student’s motivation, classrooms, schools, internal factors, external factors, teachers.
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as an influence that causes someone to do something. This definition does not deviate from how psychological scholars define motivation. In the wider field of psychology, studies indicate that there must be a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to stimulate young academic learners to behave in a desirable way that favors quality outcomes. Student motivation enhances the productivity of students in academics and also in sports among other extracurricular activities (Christiana, 2009).
Without motivational factors within a school environment or any other organizational environment in general, productivity goes down. There are two types of motivation; extrinsic (external) motivation and intrinsic (internal) motivation (Christiana, 2009). Analysts sometimes refer to intrinsic motivation as self-motivation, propelled by the need to fulfill personal desires. These aspects are relevant in promoting student motivation. Internal and external factors have to be put into perspective to achieve the full package of the intended results.
This study expounded on student motivation, an aspect that is not limited by geographical boundaries but rather it affects students worldwide. Regardless of racial, social,or economic reasons people are different; motivational force is what determines how students tend to perform in school (Tiwari, Tiwari,& Sharma, 2014). What stimulates students to perform in a particular way is a set of standards. The include simple aspects such as effectiveness of the classroom environment. Education requires enough resources for the students and teachers included.
Comparing Internal and External Factors of Student Motivation in.docxdonnajames55
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as the act or process of giving someone a reason for doing something ( ). Psychologists define motivation as a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to “stimulate academic learners to behave in a desirable way that favors quality outcomes whether it be in academics, sports or other extracurricular activities” (Christiana, 2009, p. ). One researcher described the term motivation as, “What get people going, keeps them going, and helps them finish tasks” (Pinrich, 2003, p. ).
Of great importance when addressing motivating is identifying the distinction between intrinsic and extrinsic motivation. Extrinsic motivation comes from external factors that are not related to the task. An example is a learner striving to achieve good grades because they want to get a good job. Intrinsic motivation, on the other hand, comes from internal factors related to the task. Analysts sometimes refer to intrinsic motivation as self-or personal motivation, which propel one with the need to fulfill personal desires. A learner striving to achieve good grades because he/she wants to be a scholar exhibits intrinsic motivation (Christiana, 2009). These motivational factors are very important for the student to take ownership of his or her success; therefore, a teacher can stimulate motivation, but the student must want to be motivated in order to succeed.
From an intrinsic perspective, students need to be encouraged to consider how performing well in a particular discipline, such as mathematics, would make them feel (Delong & Winter, 2002). Teachers working with students need to rely on aspects such as personal fulfillment to help students appreciate a particular subject on a more personal level (Tiwari, Tiwari, & Sharma, 2014). Internal motivation is difficult to achieve yet the benefits are long lasting and very effective. The intrinsic factors cover students’ involvement, curiosity, challenges, and social interaction (Faulkner, 2009).
External motivation is highly dependent on the use of assorted rewards. Reward based approach is only effective for a short time and once the headlined objectives are attained, it is easy for an individual to lose a sense of motivation. Extrinsic motivation is appropriate and useful, but psychologists recommend rewards for short-term goals and internal for longer term goals (Delong & Winter, 2002). Regardless of its effectiveness or the duration of the effectiveness, these variables can be used to motivate students towards a desired performance.
Motivation directs the behavior of an individual towards particular goals. Goals can either be short term or long term. In either case, it is the motiva.
Influence of personality on academic achievement and performance of teaching ...Alexander Decker
This document summarizes a study that examined the influence of personality on academic achievement and performance of teaching practice students in technical and vocational education and training (TVET). The study used a personality inventory to assess 37 TVET graduate students on extroversion and neuroticism. Statistical analysis was conducted to determine relationships between personality type and academic achievement, and personality and teaching performance. The results aimed to identify student personality types and whether significant correlations exist between personality, academics, and teaching performance for TVET graduate students.
This document discusses the development of a questionnaire to assess academic intrinsic motivation in college students. It begins by reviewing past research on intrinsic and extrinsic motivation, and limitations of existing motivation assessments. The proposed questionnaire aims to measure 6 motivation factors: mastery goals, need for achievement (intrinsic), and authority expectations, peer acceptance, power motivations, and fear of failure (extrinsic). An initial version with 10 items per factor is presented. The document also discusses how student metacognition and scores on an established motivation scale can provide validity for the new questionnaire. An initial study administered the proposed questionnaire along with portions of an existing scale to a sample of college students.
This document discusses the development of a questionnaire to assess academic intrinsic motivation in college students. It begins by reviewing past research on intrinsic and extrinsic motivation, and limitations of existing motivation assessments. The proposed questionnaire aims to measure 6 motivation factors: mastery goals, need for achievement (intrinsic), and authority expectations, peer acceptance, power motivations, and fear of failure (extrinsic). An initial version with 10 items per factor is presented. The document also discusses how student metacognition and scores on an established motivation scale can provide validity for the new questionnaire. An initial study administered the proposed questionnaire along with portions of an existing scale to a sample of college students.
1) The study examined the influence of social support and learning motivation on self-confidence among 150 students at Depok Multicomp Vocational High School.
2) The results found a significant positive influence of both social support and learning motivation on self-confidence. Social support explained 17.6% of variance in self-confidence while social support and learning motivation combined explained 20.8% of variance.
3) The study concluded that improving social support from family, peers, and teachers as well as enhancing student motivation to learn can help increase students' self-confidence at Depok Multicomp Vocational High School.
This grant proposal outlines a study to examine the relationship between elementary school students' perceived self-competence, intrinsic motivation, and academic achievement. The study would observe 120 first grade students once a week for an academic year and assess their self-efficacy, motivation, and performance over time. It aims to explore whether competence and motivation influence each other bidirectionally and their individual and combined effects on achievement. The study also seeks to examine potential differences related to gender, race, and socioeconomic status.
Searching for the relationship between secondary schools students' motivation...inventionjournals
This study aims to search students' science learning motivation in relation with some variables (such as having a separate study room at home and a personal computer) and the effect of motivational factors on students' science achievement. In the study, descriptive corelational survey model has been used to examine students' motivation in relation with some variables and to search the relationship between students' science learning motivation and their TEOG exam scores. The sample of the study consisted of 232 8th grade students attending 3 state secondary schools in Kahramanmaraş during 2013-2014 academic year. Students' motivation level has been determined by administering SMTSL. Students' average scores of the TEOG exam have been considered as their science achievement. The findings show that female students’ motivation level is higher than the male students. In addition, it has been observed that female students’ motivation is higher in sub-categories of active learning strategies, science learning value and achievement goal. There is a direct relationship between the students’ motivation and their TEOG scores. This shows that students with higher levels of motivation have higher success in TEOG.
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
A Study on Attitude towards Educational Research among B.Ed Students Teachersijtsrd
This paper describes the development of a new measure of attitude towards Educational Research for use among B.Ed. Student Teachers which operationalizes the affective attitudinal domain. Item selection, the internal structure and reliability of the scale, content validity and construct validity were established on a sample of 250 B.Ed. Student Teachers in the Educational Colleges in Coimbatore. A study of level of Attitude towards Educational Research among B.Ed. Student Teachers between the groups that there is a significant with respect to medium of instruction and educational qualification and no significant with respect to gender, locality and marital status. Ms. J. Morin | Mrs. D. Geetha ""A Study on Attitude towards Educational Research among B.Ed Students Teachers"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25111.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25111/a-study-on-attitude-towards-educational-research-among-bed-students-teachers/ms-j-morin
A Study on the Mental Health and Self Confidence of B.Ed Students in Coimbato...ijtsrd
India is a very fast developing country of the world. After independence, it has recorded a remarkable progress in every field of life. In this train of progress, the role of education cannot be avoided. Since impendence, many educational colleges and institutions have been established. But these colleges and institutions are not significant on the part of the teachers. The teachers trainees of present day are not knowing their role .In general, Teacher trainees are lack of mental health and self confidence and poor attitude towards teaching profession. So the investigator try to attempt in this present research study to inculcate mental health and self confidence for developing teaching competence among teacher trainees. Casual observations by the investigator of this paper as a teaching practice supervisors shows that many student teachers lack necessary ability to link theories learnt in class to classroom practice. This study will help teachers to understand how mental health and self confidence influences the processes of teaching and learning. This information is lacking in the literature and it is therefore not readily available to help inform educational improvement efforts that support better teaching practices and student performance.The significance of this study lies in its practical application to the Diploma in teacher education programme. This study, using an experimental research model, provides a platform from which an exploration of these areas might begin. This study will help teachers to understand how mental health and self confidence influences the processes of teaching and learning. This information is lacking in the literature and it is therefore not readily available to help inform educational improvement efforts that support better teaching practices and student performance. This information will then be used to identify areas of relative strength and weakness in the pedagogy component of Professional Development and Experience subjects with a view to improving this component of the Course. S. Sindhuja | Mrs J. Vanitha ""A Study on the Mental Health and Self Confidence of B.Ed Students in Coimbatore District"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25131.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25131/a-study-on-the-mental-health-and-self-confidence-of-bed-students-in-coimbatore-district/s-sindhuja
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.
EVOKING MOTIVATION FOR ACHIEVEMENT IN Ó’ LEVEL MATHEMATICS IN ZIMBABWEijejournal
With reference to continuous poor quality performance in mathematics in Zimbabwe, this study attempts to answer recurring questions about how to get more students interested and involved in mathematics at ‘O’ level in Zimbabwe. The motivational factors previously discussed are often perceived as invariable. These factors may diminish, intensify or new ones may develop, especially with the advent of modern technology
for teaching. A qualitative design was used to collect and analyse data from the students and teachers through focus group interviews and observation respectively. The study found that external forces can influence students’ motivation to learn mathematics but ultimately, it is the internal forces that sustain the motivation. Course structures, teaching methods and teacher attitude were found to be contributory factors
to students’ motivation in mathematics. The study recommends that mathematics teachers apply more personalised and process-oriented approaches to teaching, to empower learners. The study also recommends institutional changes that encourage pedagogical modifications to stimulate student interest and learning outcomes in mathematics.
This document summarizes research on reading motivation among middle school students with disabilities. It examines factors that affect student motivation to read, and whether offering student choice in reading materials and activities increases motivation. The study focused on two 7th grade students with disabilities. Instructional practices that were examined included offering student choice, which was the main practice emphasized. Student reading motivation was assessed before and after using the Adolescent Motivation to Read Profile. It was anticipated that understanding of student motivation and best instructional practices would be gained.
Achievement Motivation Across Gender And Different Academic MajorsKelly Lipiec
This document summarizes a study that investigated differences in achievement motivation across gender and academic majors among college students. The study found that female students had significantly higher achievement motivation than male students. It also found that students majoring in science had significantly higher achievement motivation than students majoring in arts. These results indicate that gender and choice of major play a role in students' levels of achievement motivation.
A Study Of Socio Economic Status And Academic MotivationTina Gabel
This study examines the relationship between socio-economic status and academic motivation among college students in Our Lady of Fatima University. The researchers aimed to investigate how socio-economic status, as one factor, impacts students' motivation levels. They hypothesized that there is no significant relationship between socio-economic status and academic motivation, and that there is no difference in motivation between male and female students. A survey was conducted using scales to measure socio-economic status and academic motivation. The data collected was then analyzed to determine if there is a correlation between the two variables and differences between genders. The findings could help students, researchers, and parents understand how socio-economic background may influence academic performance and motivation.
Motivation is key to student success but often overlooked in education policy. Lack of motivation has serious consequences, like lower academic performance and higher dropout rates. Motivation can be intrinsic, from internal enjoyment of learning, or extrinsic, from external rewards. Researchers identify competence, autonomy, interest/value, and relatedness as the major dimensions contributing to student motivation. Programs aiming to improve motivation should consider how to strengthen students' beliefs in these areas.
Similar to Relationship between intrinsic motivation and goal orientation among college students in pakistani context (20)
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A therapy for physical and mental fitness of school childrenAlexander Decker
This document summarizes a study on the importance of exercise in maintaining physical and mental fitness for school children. It discusses how physical and mental fitness are developed through participation in regular physical exercises and cannot be achieved solely through classroom learning. The document outlines different types and components of fitness and argues that developing fitness should be a key objective of education systems. It recommends that schools ensure pupils engage in graded physical activities and exercises to support their overall development.
A theory of efficiency for managing the marketing executives in nigerian banksAlexander Decker
This document summarizes a study examining efficiency in managing marketing executives in Nigerian banks. The study was examined through the lenses of Kaizen theory (continuous improvement) and efficiency theory. A survey of 303 marketing executives from Nigerian banks found that management plays a key role in identifying and implementing efficiency improvements. The document recommends adopting a "3H grand strategy" to improve the heads, hearts, and hands of management and marketing executives by enhancing their knowledge, attitudes, and tools.
This document discusses evaluating the link budget for effective 900MHz GSM communication. It describes the basic parameters needed for a high-level link budget calculation, including transmitter power, antenna gains, path loss, and propagation models. Common propagation models for 900MHz that are described include Okumura model for urban areas and Hata model for urban, suburban, and open areas. Rain attenuation is also incorporated using the updated ITU model to improve communication during rainfall.
A synthetic review of contraceptive supplies in punjabAlexander Decker
This document discusses contraceptive use in Punjab, Pakistan. It begins by providing background on the benefits of family planning and contraceptive use for maternal and child health. It then analyzes contraceptive commodity data from Punjab, finding that use is still low despite efforts to improve access. The document concludes by emphasizing the need for strategies to bridge gaps and meet the unmet need for effective and affordable contraceptive methods and supplies in Punjab in order to improve health outcomes.
A synthesis of taylor’s and fayol’s management approaches for managing market...Alexander Decker
1) The document discusses synthesizing Taylor's scientific management approach and Fayol's process management approach to identify an effective way to manage marketing executives in Nigerian banks.
2) It reviews Taylor's emphasis on efficiency and breaking tasks into small parts, and Fayol's focus on developing general management principles.
3) The study administered a survey to 303 marketing executives in Nigerian banks to test if combining elements of Taylor and Fayol's approaches would help manage their performance through clear roles, accountability, and motivation. Statistical analysis supported combining the two approaches.
A survey paper on sequence pattern mining with incrementalAlexander Decker
This document summarizes four algorithms for sequential pattern mining: GSP, ISM, FreeSpan, and PrefixSpan. GSP is an Apriori-based algorithm that incorporates time constraints. ISM extends SPADE to incrementally update patterns after database changes. FreeSpan uses frequent items to recursively project databases and grow subsequences. PrefixSpan also uses projection but claims to not require candidate generation. It recursively projects databases based on short prefix patterns. The document concludes by stating the goal was to find an efficient scheme for extracting sequential patterns from transactional datasets.
A survey on live virtual machine migrations and its techniquesAlexander Decker
This document summarizes several techniques for live virtual machine migration in cloud computing. It discusses works that have proposed affinity-aware migration models to improve resource utilization, energy efficient migration approaches using storage migration and live VM migration, and a dynamic consolidation technique using migration control to avoid unnecessary migrations. The document also summarizes works that have designed methods to minimize migration downtime and network traffic, proposed a resource reservation framework for efficient migration of multiple VMs, and addressed real-time issues in live migration. Finally, it provides a table summarizing the techniques, tools used, and potential future work or gaps identified for each discussed work.
A survey on data mining and analysis in hadoop and mongo dbAlexander Decker
This document discusses data mining of big data using Hadoop and MongoDB. It provides an overview of Hadoop and MongoDB and their uses in big data analysis. Specifically, it proposes using Hadoop for distributed processing and MongoDB for data storage and input. The document reviews several related works that discuss big data analysis using these tools, as well as their capabilities for scalable data storage and mining. It aims to improve computational time and fault tolerance for big data analysis by mining data stored in Hadoop using MongoDB and MapReduce.
1. The document discusses several challenges for integrating media with cloud computing including media content convergence, scalability and expandability, finding appropriate applications, and reliability.
2. Media content convergence challenges include dealing with the heterogeneity of media types, services, networks, devices, and quality of service requirements as well as integrating technologies used by media providers and consumers.
3. Scalability and expandability challenges involve adapting to the increasing volume of media content and being able to support new media formats and outlets over time.
This document surveys trust architectures that leverage provenance in wireless sensor networks. It begins with background on provenance, which refers to the documented history or derivation of data. Provenance can be used to assess trust by providing metadata about how data was processed. The document then discusses challenges for using provenance to establish trust in wireless sensor networks, which have constraints on energy and computation. Finally, it provides background on trust, which is the subjective probability that a node will behave dependably. Trust architectures need to be lightweight to account for the constraints of wireless sensor networks.
This document discusses private equity investments in Kenya. It provides background on private equity and discusses trends in various regions. The objectives of the study discussed are to establish the extent of private equity adoption in Kenya, identify common forms of private equity utilized, and determine typical exit strategies. Private equity can involve venture capital, leveraged buyouts, or mezzanine financing. Exits allow recycling of capital into new opportunities. The document provides context on private equity globally and in developing markets like Africa to frame the goals of the study.
This document discusses a study that analyzes the financial health of the Indian logistics industry from 2005-2012 using Altman's Z-score model. The study finds that the average Z-score for selected logistics firms was in the healthy to very healthy range during the study period. The average Z-score increased from 2006 to 2010 when the Indian economy was hit by the global recession, indicating the overall performance of the Indian logistics industry was good. The document reviews previous literature on measuring financial performance and distress using ratios and Z-scores, and outlines the objectives and methodology used in the current study.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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Relationship between intrinsic motivation and goal orientation among college students in pakistani context
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 10, 2011
Relationship Between Intrinsic Motivation and Goal Orientation
among College Students In Pakistani Context
Sadaf Tariq
Department of Education, Foundation University
Islamabad, Pakistan
E-mail:pink.star1987@yahoo.com
Sarwat Mubeen
Department of Education, Foundation University
Islamabad, Pakistan
E-mail:Sarwat.mubeen@yahoo.com
Sumaera Mahmood
Sumaera_25@hotmail.com
Department of Education, Foundation University
Islamabad, Pakistan
E-mail:pink.star1987@yahoo.com
Abstract
Research in motivation has recognized a lot of motivational factors together with intrinsic motivation and
goal orientation that have impact on students learning .Intrinsic motivation is a kind of motivation that
approach from individual factors within a person rather than merely from some outside motives. Intrinsic
motivation shows learners commitment in learning for its personal interest. The goal orientation theory
emphasizes the reasons learners perceive for and pursue their achievement. Conclusions of the research
studies support that intrinsic motivation and learning goals are influential facilitators for learning and
academic success. Conversely, Performance goal is demonstrated by contrasting with others, anxious with
others insight, a wish for community acknowledgment for learner and a requirement to seem capable.
Learning goal orientation represents a stress on sympathetic, mastery, solution of problems and increasing
new abilities. The study was therefore; designed as relationship between intrinsic motivation and learning
goal orientation of students belonging to province Punjab, Pakistan. The main objectives of the study were,
to find out differences in intrinsic motivation and goal orientation, to find out the relationship among
intrinsic motivation and goal orientation. The population of the study comprised of 600 male and female
students studying in govt. degree colleges of Punjab, Pakistan. The sample consisted of 300 male and 300
female students selected through multistage sampling procedure. In order to measure intrinsic motivation of
students, an adapted version of Harter’s (1981) intrinsic motivation scale was used. The scale to be used to
measure goal orientation was adapted from the achievement goal questionnaire (AGQ) developed by Elliot
and Church (1997. The scores on each variable were calculated and summarized through mean and
standard deviation scores. The population parameters were inferred from sample statistics by determining
standard error of mean. The significance of difference between mean scores of male and female and BA
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2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 10, 2011
and B.Sc students on the study variables were calculated by t-test (two-tailed). The relationship between
variables and academic achievement was computed by using Person ‘r’. The results of the study revealed
no gender difference in all the aspects of motivation. Both male and female were found to be equal in
intrinsic motivation, goal orientation. The results of the study supported the literature that significant
correlation exists between intrinsic motivation and goal orientation.
Keywords: intrinsic Motivation, extrinsic motivation, goal orientation, learning goal, performance Goal
1. Introduction
Motivation has been a central discussion among psychologists due to its strong relations with the
biological, cognitive and social regulation factors and its consequences on human behavior .It is considered
as a multidimensional phenomenon because people have various explanations for the engagement in an
activity, the different levels of inclinations and the type of motivational orientation. In the motivational
theory, two distinctive types of motivational orientations, intrinsic and extrinsic, have been emphasized.
Intrinsic motivation is a genuine motivation which emerges from a personal inclination or incentive
towards a specific task for the natural enjoyment aroused from involvement in the activity per se, while
extrinsic motivation refers to an engagement in an activity to attain a specific goal or as an instrumental
means to an end (Ryan et al, 2000a). In the beginning when psychologists started paying attention towards
motivation White (1959) explained intrinsic motivation as a sort of reason to be expert in the task. People
look for challenges to learn new abilities only for the enjoyment to be expert in the task and achievement.
Harter (1981) portrayed intrinsic motivation as inquisitiveness or an interesting activity which guide
learners to search for the activities which seems difficult but wanted to master them with enjoyment.
According to him intrinsic motivation have three mechanisms namely, challenge, interest and self
regulating mastery. It was sustained that intrinsically motivated learners do not rely on teachers rather they
were expected to prefer innovative and challenging tasks, they are inclined to learn new and complicated
tasks, work out immense autonomy on learning. Other researchers like Hidi et al (2000) also support that in
any learning activity student’s interest and inquisitiveness is the major trait of intrinsic motivation.
According to research done in the field of motivation there exist two types of motivations namely, intrinsic
motivation to learn and extrinsic motivation to learn. Internal regulation or intrinsic motivation exists
within a person, external regulation or extrinsic motivation exist outside the person that have an effect on
actions in the course of motives outside the individuals .In order to make motivation easy these factors act
together. It has been constantly discovered by the studies that when extrinsic types of rewards and
incentives initiated to students they lost interest in certain activity (Cox et.al, 2008).
Extrinsic motivation differs from intrinsic motivation by performing an activity to achieve discernable
rewards or to meet external demands. People aim to beat an opponent and achieve victory, orient towards
more competitive climates or participate for any reason other than the inherent pleasurable nature of the
activity, such as wealth, fame, trophies, approval, and attractiveness . For example, students who complete
their homework in order to pursue a career or because their parents force them are both extrinsically
motivated because of the external regulators. Preventing the satisfaction of autonomy, relatedness, and
competence results in “external indicators of worth that fail to foster integration or wellness (Deci et.al,
2008).
Although both types of motivation have been considered opposite, they are not, according to Pintrich et al
(2002) independent phenomenon in nature, in which when one phenomenon is higher and the other is
lower. Rather, both can be high in a person or low according to the situation and the nature of the object.
They are also liable to change from time to time depending on the personal, psychological or environmental
conditions.
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Vol 2, No 10, 2011
Intrinsic motivation is often associated with curiosity, which culminates in satisfaction through learning.
This type of motivation prompted by want, desire, urge, or drive and this internal drive is referred to as
intrinsic motivation. Some research indicates that children with high curiosity either learn more in a given
period of time or else retain more of what they experience. Problematic situations in which answers and
explanations are not immediately available help to stimulate curiosity. One of the main purposes of
problem based learning is to raise questions or problems, the answer of which is unknown, but which, it is
hoped, will be discovered as they proceed with the activity (Siddiqui, 2004 ).
Convincing empirical studies have supported the strong relationships between the conceptualization of
intrinsic motivation and performance, creativity, information processing, and the quality and the quantity of
learning acquisition, goal orientation and study strategies (Moneta et al, 2002).
During the previous two decades the view point of learning goals has turn out to be one of the major
hypothetical suggestions inside the field of academic motivation. Nearly all the investigations that have
been done in academic goals at first pay attention on two types of goals namely performance goal or
mastery goal. Performance goals are named as self centered goals which represent one’s ability with respect
to other. Learning goals are also called mastery goals or task oriented goals, in which goals are guided
towards improving capability and expertly in the tasks (Valle et al., 2007).
De la Fuente (2004) define learning goal as “motives of an academic nature that students used for guiding
their classroom behavior”. The specific type of goals one sets determines the personal experience one has
following success or failure of the task in which one engages. Goal orientation theorists have engaged in
attempts to determine the types of goals that are most productive for students and what types of goals
results in the cognitive strategies, effective respo Students with different achievement goals want to know
different things. Students with learning goals want feedback that they can use to learn and improve,
whereas students with performance goals want feedback that they can use to judge their ability and sense of
superiority. A student with a learning goal will likely focus on the teacher’s comments and double his effort
to improve and develop his skills, thinking , “if I can improve on my use of the active voice, develop my
paragraphs, and use shorter sentences, then i can improve my writing”. A student with a performance goal
however, will likely focus on the letter grade. He will be less interested in written comments and may even
submit later papers or a revision of this paper with the same weaknesses (Butler, 2000).
This gave rise to the revised achievement goal wherein they integrated the achievement goal structure with
the goal orientation. There are now four possible factors such as the mastery-approach which focused on
students who are achieving task-based or the intrapersonal capability, the performance-approach which
emphasized on students who are after the normative competence, the mastery-avoidance which focused on
the students who are keeping away from task-based or the intrapersonal uselessness of skill, and finally,
performance-avoidance which stressed on the students who are avoiding normative incompetence (Elliot et
al, 2008).
The distinction between learning and performance goal is important because the adoption of a learning goal
is linked with optimistic, constructive and productive habits of thoughts, ideas (acting and performing while
the acceptance of a performance goal is linked with comparatively unenthusiastic and uncreative conduct of
thoughts and acts. Students who adopt learning goals cultivated a self-regulated type of learning in which
they seek information in order to acquire, develop, and refine their knowledge and skill. Students who
adopt learning goals display more positive educational outcomes than students who adopt performance
goals, including greater engagement, more positive functioning, higher quality learning, and more adaptive
help seeking (Butler, 2000).
Students who are involved in developing self competence and inclined to contrast their present stage of
success with previous success of their own are called learning goal oriented students. Such students are
intrinsically motivated. Students who are extrinsically motivated tended to be performance oriented are
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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 10, 2011
involved in struggling to be better than others, representing their abilities and skills and trying to perform
better than their mates. Instead of judging their own competencies they inclined compare of other learners
or class fellows with them (Pintrich, 2000).
Students with different achievement goals want to know different things. Students with learning goals want
feedback that they can use to learn and improve, whereas students with performance goals want feedback
that they can use to judge their ability and sense of superiority. A student with a learning goal will likely
focus on the teacher’s comments and double his effort to improve and develop his skills, thinking , “if I can
improve on my use of the active voice, develop my paragraphs, and use shorter sentences, then i can
improve my writing”. A student with a performance goal however, will likely focus on the letter grade. He
will be less interested in written comments and may even submit later papers or a revision of this paper
with the same weaknesses (Butler, 2000).
According to Gottfried (1990) intrinsic motivation is a suitable construct for children who are young she
found positive relationship between intrinsic motivation and academic achievement. Particularly children
who show higher academic achievement were more inclined towards intrinsic motivation and academic
presentation. It was found in the study that children’s motivation in the early age associates with their
motivation in later age and with their academic achievement.
According to study conducted by Hagberg (1995), male and female were found to have similar intrinsic
motivation Rusillo and Arias also stated that no any masculinity and femininity dissimilarity in intrinsic
motivation were founded by them.
It has been reported by Wentzel (1996) that learning/mastery and social goals are linked with the female
gender and intrinsic motivation to a larger extent , whereas male gender is more linked with performance
goals and extrinsic motivation.
Roeser, Et al (1996) founded that as compared to females, males being intrinsically motivated were found
to be more inclined towards use of learning or mastery goal orientation.
Bardar et al. (2006) found that female students are more tended to use learning goal orientation; whereas
male students have tendency towards use of performance goal orientation.
As concluded by Markku (1997) that male students are more likely to adopt performance goals contrary to
female students. on the other hand, a different result was showed by Ablard et al (1998) where male
students were found to be less inclined to learning goals as compared to female students whereas, no
significant difference on performance goal orientation was observed between both genders.
2. Methodology of research study
The population of the study consisted of Govt. BA/B.SC students, male and female Colleges in Punjab
province (Pakistan).Multistage cluster sampling was used to select a sample of 600 students, 300 male and
300 female who were randomly selected from these selected clusters of colleges as a sample of the study.
From each college 100 students were chosen. In order to measure variables of intrinsic motivation and goal
orientation two questionnaires were selected. The Intrinsic motivation questionnaire was developed by
Elliot and Church (1997).The goal orientation questionnaire was developed by Bigg’s et al (2000). The
nature of the study was descriptive. Data were collected through questionnaires survey from the selected
Govt. Degree colleges of Punjab by visiting the colleges personally. The obtained student’s responses on
the questionnaires were scored according to scoring criteria. Scores were averaged out by computing the
means on each variable of intrinsic motivation, goal orientation. The next step for analyzing the data was to
calculate standard deviation. In order to compare male and female on each motivational variable t-test (two
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Vol 2, No 10, 2011
tailed) was used. The relationship on each aspect of student’s motivation with each variable was calculated
through product moment correlation coefficient. The level of significance used was 0.05.
3. Analysis
Table 3.1: Significance of difference between mean intrinsic motivation scores of male and female
students
Gender N Mean SD SEdiff t p
Male 300 76.43 2.7 .23 .04 ≥.05
Female 300 76.89 2.8
df= 598 t-value at 0.05 level=1.96
As shown in table 3.1, the mean intrinsic motivation score of male students is 76.43 and mean of female
students is 76.89, being almost equal. The difference between mean scores of male and female on intrinsic
motivation is statistically non significant. Since t-value is less at 0.05 level therefore, male and female
students did not differ in intrinsic motivation, both groups being moderately motivated. The null hypothesis
No.1 is retained
Table 3.2: Significance of difference between mean goal orientation scores of male and female
students
Gender N Mean SD SEdiff t p
Male 300 34.93 5.7 .46 .03 ≥.05
Female 300 35.96 5.9
df= 598 t-value at 0.05 level=1.96
Table 3.2, shows that male and female students did not differ in their average goal orientation scores. The
mean of male students is 34.93 and mean of female students is 35.69 .The obtained t-value(.03) shows no
difference between mean goal orientation scores of male and female which was not significant . Both
groups being almost equally mastery and performance goal oriented. The null hypothesis No.2 is retained.
Table 3.3: Significance of correlation between intrinsic motivation scores and goal orientation scores
N r p
600 0.24 ≤0.05
df=598
‘r’ at 0.05 level= 0.19
As the table 3.3 indicates, the correlation coefficient between intrinsic motivation scores and goal
orientation is .24 while is greater than the table value at 0.05 level. Therefore, the null hypothesis No.17 is
rejected.
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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 10, 2011
4. Conclusions
The students of bachelor degree classes of province of Punjab (Pakistan) perceived themselves to be more
intrinsically than extrinsically motivated (t=.04), more learning goal oriented than performance goal
oriented (t=.03). Some relationship was found among the students in their tilt towards perceived intrinsic
motivation and learning goal orientation (r=0.24)
5. Recommendations
The study focused on student’s intrinsic motivation, goal orientation which can be promoted when the
teachers themselves are motivated because the teachers are the role model for students. College teachers,
like teachers at other levels of education, should be intellectually as we as motivationally competent.
Further steps can be taken to select capable teachers for higher education and train them professionally
through continuous staff development. A competent and effective teacher is one who is motivated and
academically sound.
To encourage mastery goal orientation in students, teachers should group students according to their
interests, where grouping students by ability, may support performance goal orientation teachers should
give confidence to learners to stress on mastering the activities, in spite of the presentation of other
learners on the activity.
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