This study evaluates the relationship between mental health and academic motivation among third-year college TES grantees. Thus, correlational design was employed to determine if there is a significant relationship between mental health and academic motivation among 150 third-year TES grantees. Statistical findings reveal that the r coefficient of 0.52 indicates a moderate positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to rejecting the null hypothesis. Hence, a significant relationship exists (...) between mental health and academic motivation of third-year college TES grantees. Implications were discussed in the study. (shrink)

This study investigates the significant relationship between mental health and academic motivation among graduating students. Thus, the study employed a correlational design to determine if there is a significant relationship between mental health and academic motivation among 150 graduating college students. Hence, the Mental Health Inventory 38 (MHI-38) and Academic Motivation Scale (AMS-C28) were employed to measure the study variables. Moreover, statistical analysis reveals that the r coefficient of 0.35 indicates a low positive correlation (...) between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. (shrink)

This study investigates the significant relationship between mental health and academic motivation among graduating students. Thus, the study employed a correlational design to determine if there is a significant relationship between mental health and academic motivation among 150 graduating college students. Hence, the Mental Health Inventory 38 (MHI-38) and Academic Motivation Scale (AMS-C28) were employed to measure the study variables. Moreover, statistical analysis reveals that the r coefficient of 0.35 indicates a low positive correlation (...) between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. (shrink)

Due to the COVID-19 pandemic, the academe was introduced to online education, which is complicated. The sudden shift of traditional face-to-face classes to digital learning impacted every student's self-efficacy and motivation towards their studies. This study investigates the relationship between the self-efficacy and academic motivation of the 304 freshmen college students from private higher education institutions in the Philippines. Based on the data gathered, the participants' level of self-efficacy (x̄ = 3.27) and academic motivation (x̄ (...) = 5.93) is high. Further, the statistical analysis concluded a relationship between self-efficacy and academic motivation (r=.002, at 0.05 level) among the graduating college students. Implications of the study were discussed, and recommendations for future research were suggested. (shrink)

The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents reported on their children’s academic motivation and participation in extracurricular activities. We used a multi-group latent (...) change score model to compare Italian and Portuguese students’: pre-COVID mean motivation scores; rate of change in motivation; individual variation in the rate of change in motivation; and dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation. Furthermore, students’ age was significantly associated with changes in motivation. No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations. (shrink)

Academic motivation and school climate perception are two factors affecting the learning process and outcomes of individuals. Although the factors affecting the motivation of individuals are different from each other, it is already known that the motivation realized by internal or external factors increases the quality of learning. Similarly, although the school climate, which includes the values, norms, and communication of individuals in the institution, varies for each institution, the positive or negative effects of the perceived (...) school climate on learners do not change. Academic motivation and perceived school climate are issues affecting all individuals at every stage of education. Although there are various studies conducted on the academic motivation and school climate of undergraduate students in the literature, there is no study on the sampling of higher religious education students. In the present study, the academic motivation and perceived school climate levels of the students who were studying in higher religious education institutions and the relationship between them were tested. It was also aimed to determine the reasons for choosing the faculty, the profession they wanted to pursue after graduation, their belief that they could get a job after graduation, and whether there was a significant difference between academic motivations and school climate perceptions. The correlational survey model, which is one of the quantitative research methods, was preferred for this purpose. The sampling of the study consisted of 425 students who were studying at the Faculty of Islamic Sciences at Selcuk University in the 2021-2022 academic year. The “Academic Motivation Scale” and “School Climate Scale for University Students” were used as the data collection tools.. According to the findings, the academic motivation levels of the students in the sampling group (x̅= 4.42) were found to be above the average. The average scores received by the students in the School Climate Scale for University Students (x̅=3.67) also indicated the existence of an open-positive setting in the learning environment. A positive and moderately significant relationship was detected between the academic motivations and school climate perceptions of the students in the sampling group (r=.340 p=.000. (shrink)

Since students' academic success is tied to their academic motivation and engagement, determining the predictors of these two variables seems critical. So, several inquiries have inspected the role of students' emotional and personal variables in their academic motivation and engagement. Nonetheless, the function of L2 enjoyment as an important emotional factor has remained elusive. Moreover, no inquiry has reviewed this issue neither systematically nor theoretically. To fill these lacunas, this review study aims to explain definitions, (...) dimensions, and theoretical frameworks of L2 enjoyment, student academic motivation, and student academic engagement. This study also intends to outline the positive consequences of L2 enjoyment for students' academic engagement and motivation. Relying on the theoretical and empirical evidence, the positive role of L2 enjoyment in raising EFL students' engagement and motivation was firmly affirmed. Finally, the implications of the findings are discussed. (shrink)

(1981). Opinions of School, Academic Motivation and School Adjustment in the First Year of Secondary Education: a pilot study in West Yorkshire. Educational Studies: Vol. 7, No. 3, pp. 177-183.

In this study we examined whether parents’ perceptions of students’ anxiety as well as perceived support from both teachers and classmates were predictive of changes in students’ academic motivation during the first wave of COVID-19. To this end, we used a retrospective pretest-posttest design together with a latent change score model to analyze our data. From April to May of 2020, 394 Portuguese parents of students in grades 1–9 participated in this study. Our results showed that students’ anxiety (...) and teachers’ social support, as perceived by parents, were highly significant predictors of academic motivation changes. Specifically, we found a negative effect of anxiety and a positive effect of teachers’ social support on students’ academic motivation. Our results did not show, however, a significant predictive role of classmates’ social support. This study provides an important contribution to further understand the intrapersonal and interpersonal factors that are associated with the decline of students’ academic motivation during the COVID-19 pandemic. The pivotal role of teachers in sustaining students’ academic motivation and other relevant educational implications for the ongoing pandemic are discussed. (shrink)

Students’ personal, emotional, and psychological traits are perceived to be highly influential in their academic engagement; therefore, many investigations have been conducted into the role of students’ characteristics in their level of engagement. Yet, the role of L2 enjoyment and academic motivation as two instances of students’ emotional traits was disregarded. To narrow this gap, this article aimed to assess the effects of these two constructs on Chinese EFL students’ academic engagement. To accomplish this, three pre-designed (...) scales were virtually administered to 490 Chinese students. Using the Spearman Rho test, significant correlations were discovered among the variables. Further, through regression analysis, the predictive power of dependent variables was also assessed. Chinese students’ academic engagement was proved to be favorably predicted by L2 enjoyment and academic motivation. The implications and limitations are finally discussed. (shrink)

The way students are treated by their teachers have been proven to play a paramount role in students’ performance. Either teachers’ academic buoyancy or academic motivation may change students’ mindset about learning a language, leading to facilitating this process or making it even more demanding than it seems. Considering that, it can be taken into account how important teachers’ academic buoyancy would be and its mediators such as academic motivation should draw precise attention to (...) themselves. However, a few studies have been conducted about this pivotal role so far. To fill this gap, this review paper provides a glimpse at the underlying roles of academic buoyancy and academic motivation and interest. Furthermore, it presents the definitions and applications of each construct. Finally, some implications and future recommendations are put forward to enthusiastic scholars. (shrink)

The aim of the present study was to further examine the impact over time of single‐sex and coeducational school environments on girls’ motivation in language arts and mathematics. Two cohorts comprising 340 girls from eight coeducational and two single‐sex schools were followed during a period of three academic years in a longitudinal research scheme. Data were collected with a self‐reported questionnaire including several scales: parental and teachers’ support, competence beliefs, utility‐value and achievement goals. In general, mixed‐design repeated measures (...) analyses of variance indicated no effect of the environment or of the interaction between environment and time of measurement. Significant time effects on several variables indicated a general decline of achievement motivation over time. Consequently, the multiplication of non‐mixed high schools, as proposed by some, would constitute an expensive and inefficient social policy, as far as girls’ motivation is concerned. (shrink)

This study conducted on a sample of 295 Dutch and Italian undergraduate and graduate students aims to investigate how psychopathic personality traits (meanness, boldness and disinhibition) may lead to cheating behavior, and to study whether there are correlations between psychopathic traits, motivation, moral disengagement, the perception of seriousness of academic dishonesty and frequency of academic dishonesty to try to better understand what causes students to cheat and engage in dishonest conduct. Results confirmed the key role of psychopathic (...) traits, particularly the disinhibition aspect in predicting academic dishonesty. In addition, it was shown that students’ perceptions of what constitutes academic dishonesty and what does not are also important in predicting the frequency of dishonest behavior. Furthermore, the role of motivation and moral disengagement in predicting and mediating the relationship between traits of psychopathy and academic dishonesty were analyzed through mediation and regression analysis. (shrink)

Adolescence is the period of growth between childhood and adulthood. This period of development, which goes from 13 to 18 years, is usually presented as critical, due to the profound modifications of physiological and psychological order in this research we worked with a sample of 60 students, from Secondary School No. 8, morning and evening shift. An instrument was made with 45 variables, 5 of them signalytic: age, gender, an average of the previous cycle, performing some extracurricular activity, and shift. (...) The information was processed in the SPSS and STATISTIC programs. The conclusions showed that the student, by showing a need to learn, is able to develop different academic skills through different factors, such as motivation, thus improving their school performance. Thus proposes the development of an intervention model, for training teachers, on motivation methods in the classroom; As well as conferences on the importance of the topic of adolescent motivation and the factors involved in improving academic performance, teachers and parents will be taught and publicity will be developed on the importance of school motivation in adolescents and how it intervenes from home, at school and how this influences academic results. (shrink)

Summary The study examined the relation between possible selves, academic performance, motivation, self?esteem and persistence on task. The assumption was that envisioning a desired end?state produces information processing favouring the desired state and, as a consequence, the action seems more likely and people are able to construct more efficient plans. We hypothesized that academic performance is best for subjects who are able to produce well?elaborated, vivid pictures of future selves. The sample consisted of 289 students, 14 and (...) 15 years old, of both sexes. The statistical analysis revealed that those who endorsed specific, elaborated positive selves outperformed the other groups in academic achievement. There was also indication that this group of students showed more persistence on task. The results are discussed in terms of their importance for the motivational role of possible selves in achievement situations. (shrink)

Since motivation determines progress in the class, it has a significant role in the field of learning English as a foreign language, contributing to a successful learning process. Therefore, teachers need to motivate learners to achieve their learning goals and provide them with a meaningful learning process in stressful situations. Two factors are required to successfully overcome challenges in scholastic circumstances, such as academic buoyancy and social support. The former can be a significant element in a psycho-educational setting (...) that helps learners with academic difficulties and the latter is another term that is deemed as an important predictor of academic motivation even when considering perceived support from teachers and peers. The functions of academic buoyancy and social support factors in the process of learning and their association with students’ motivation have not been taken into account so far. As a result, this review has implications for scholars, theorists, and practitioners in quest of better investigating and addressing the roles of buoyancy and social support on students’ motivation. (shrink)

The aim of developing academic resilience and motivational intensity, as two constructs of positive psychology, is to increase learners' capability to compete with each other even in adverse conditions. Different types of academic resilience are conceptualized and germane literature about the relationship between academic resilience and academic achievement is provided. Literature showed that some socio-affective factors, socio-economic factors, and affective factors can influence learners' academic achievement and policy makers' decision in providing an appropriate context for (...) learning. In the end, the pedagogical implications are expounded to foster the language learning quality and to develop a language educational system. Suggestions for further research are provided to develop the existent literature on the relationship between academic, motivational intensity, and learners' academic achievement. (shrink)

This study examined the relationship between L2 motivation and engagement in academic reading skill from the lenses of L2 motivational self-system and transformative experience. More specifically, following the transformative experience framework, we investigated the level of students’ engagement in academic reading skills inside and outside English classes. We also explored what motivational factors act as strong predictors of transformative experience and whether L2 motivation and engagement of students differ across different disciplines. Stratified purposive sampling was followed (...) to recruit 419 undergraduate English for academic purposes students studying in different majors. As such, we developed a questionnaire for measuring TE and utilized a pre-established questionnaire to operationalize L2 motivational self-system. We found that L2 motivation significantly covaried with students’ level of engagement in English academic reading skill. Furthermore, the results of multiple regression analysis revealed that L2 learning experience and ideal L2 self were strong predictors of transformative engagement; ought-to L2 self played a marginal role in the occurrence of TE. Discipline-wise, Life Sciences students were considerably more motivated than those in Arts and Humanities. However, no significant difference was observed in the extent of transformative engagement among students across disciplinary groups. Implications for EAP instructors, educational authorities, and material and curricula developers are discussed. (shrink)

The interest of assigning homework is frequently discussed due to its alleged low impact on student achievement. One of the current lines of research is to emphasize the quality of student homework engagement rather than the amount of time spent on homework. The aim of this study was to determine (a) the extent to which students’ prior achievement affects their homework engagement (i.e., time spent, time management, and amount of teacher-assigned homework done), and (b) how students’ intrinsic motivation towards (...) homework may mediate or moderate the relationship between prior achievement and the homework engagement variables. A large sample of students from the first four years of Secondary Education (N = 1899) completed questionnaires. The results showed that intrinsic motivation partially mediates, but does not moderate, the effect of prior achievement on the three variables related to homework engagement (time spent, time management, and amount of teacher-assigned homework done). These results highlight the importance of considering both students’ current level of achievement and their motivation towards homework engagement when assigning homework. (shrink)

Concerning the ubiquity of social media, this research tried to examine the impacts of using Telegram on Iranian EFL learners’ foreign language motivation, foreign language anxiety, and attitude toward learning. To achieve these purposes, 60 Iranian EFL learners at the intermediate level were selected and randomly divided into two groups: experimental and control. After that, both groups were pretested on motivation and anxiety variables. After pretesting, the participants in the experimental class received treatmentviausing the Telegram application, and the (...) control students were trained traditionally without using any social media. After an 18-session instruction, a post-test of motivation and a post-test of anxiety were given to both groups, and also an attitude questionnaire was distributed among the experimental group to inspect their attitudes toward the Telegram application in language learning. The results of using two one-way ANCOVA tests showed significant differences between the post-tests of the control and experimental groups in favor of the experimental group. The findings demonstrated that using the Telegram application increased the motivation of the experimental group and decreased their level of foreign language anxiety. Also, the results of one sample t-test showed that the participants of the experimental group held positive attitudes toward using the Telegram application in English language learning. The implications of this research can encourage both teachers and learners to use social media-based instruments in English teaching and learning. (shrink)

Scholars are the main force behind academic entrepreneurship. The method of how to stimulate scholars’ academic entrepreneurial intention and how to further promote social and economic development are important questions for the academic community. Research on the “net effect” of the factors affecting academic entrepreneurial intention has achieved some theoretical results. However, the results that affect academic entrepreneurial intention are complex and not influenced by a single factor, but rather by the interaction between various factors. (...) Therefore, this study used a fuzzy set qualitative comparative analysis research method to explore how various factors can affect scholars’ academic entrepreneurial intention from two dimensions: the Big Five personality traits and academic entrepreneurial motivation. Our findings showed two configurations that affect high academic entrepreneurial intention of university scholars: the openness to experience—ribbon—dominant path, and the ribbon—dominant path. Additionally, two configurations were revealed for the formation of not-high academic entrepreneurial intention: extraversion—conscientiousness—inhibition and extraversion—agreeableness—gold—hindrance paths. Moreover, this study revealed that a causal asymmetry exists between the high and the not-high academic entrepreneurial intention configurations. This study broadens the application of the fuzzy set qualitative comparative analysis method in the research of academic entrepreneurial intention and provides theoretical and practical insights for researchers and practitioners on how to effectively stimulate scholars’ academic entrepreneurial intention. (shrink)

Although the advising literature has emphasized the importance of good academic advising, there has been little emphasis on ethical issues. NACADA: The Global Community for Academic Advising provides Core Values to guide ethical behavior. This study used an experimental design to examine perspectives of ethical behavior among faculty, staff, and students. All groups could differentiate between ethical and unethical extremes, but students had difficulty differentiating between ethical and neutral behavior. All groups hesitated to rate advisors as highly ethical (...) or unethical. Even when behavior was seen as less ethical, students and faculty/staff perceived limited opportunity for students to do something about that behavior, such as change advisors. Suggestions are offered to increase the likelihood of more ethical behavior within advisement. (shrink)

The dual career allows elite athletes to attain their maximum competitive and academic performance, but the COVID-19 pandemic hindered their development and changed their perception of the importance given to the sporting and educational environment. For this reason, the aim of the present study was to determine the differences in the motivations and perceived barriers, the importance given to academic qualifications, and the perception of the dual career from a multifactorial perspective, of elite athletes according to sex, type (...) of sport practiced, job performance, time of sports career, type of athlete, and type of scholarship received. A total of 100 student-athletes participated in the research study by completing the “Perceptions of dual career student-athletes” questionnaire. The results showed that athletes from individual modalities and those who did not receive any scholarships described more barriers. In addition, women studied more because they enjoyed it ; athletes from individual modalities studied to work later ; athletes who do not work perceived a greater influence between study and sports performance ; at the beginning and at the best stage of their sports career, a greater influence of academics on performance was perceived ; and athletes who considered themselves professionals, and athletes who did not receive any scholarships, reported that the conciliation between sports and academic life was difficult. The results obtained point to the importance of dual career scholarships for student-athletes, as well as the need for the programs implemented for these athletes to consider sex, sport modality or type of scholarship granted. (shrink)

The present study aimed to investigate the relationship between academic stress and motivation toward physical education through a longitudinal design with cross-lagged panel analyses. A sample of 556 Chinese secondary school students participated in the research and completed Perceived Locus of Causality Scale and Educational Stress Scale for Adolescents at the beginning of the semester and 3 months later. The results demonstrated that academic stress factors were positively related to less self-determined motivations except that worry about grades (...) was positively related to more self-determined motivations within each time point. In addition, we found that academic stress negatively predicted more self-determined motivations but positively predicted less self-determined motivations, whereas worry about grades negatively predicted amotivation 3 months later. Meanwhile, the influence of amotivation on despondency was also found. These results suggest that academic stress can obstruct students’ participation in PE through an impact on self-determined motivation. Our findings also indicate that self-determined students in PE will seek academic achievement as well, which in turn improves students’ academic status. (shrink)

The COVID-19 pandemic has had a significant impact on education worldwide. The disease first hit China and numerous Chinese cities then started to conduct online courses. Therefore, this study aims to explore the effect of the Shanghai students’ emotional intelligence, learning motivation, and self-efficacy on their academic achievement when they participated in online English classes during the latter phase of the pandemic in China. Furthermore, the research also examines whether the students’ emotional intelligence can influence their academic (...) achievement through the mediation effect of their learning motivation and self-efficacy. Social Cognitive Theory and the social cognitive Expectancy-Value Model were employed to build the research framework, and the method of structural equation modeling was utilized to conduct the model verification. Ten universities in Shanghai, China were selected for sampling. In total, 450 students were surveyed of which 404 questionnaires were valid. The results show that the students’ emotional intelligence did not directly affect their academic achievement. Nevertheless, the students’ emotional intelligence had a positive effect on their learning motivation and self-efficacy. In addition, mediation analysis showed that the relation between emotional intelligence and academic achievement was sequentially mediated by learning motivation and self-efficacy. (shrink)

The studies show a positive and direct relationship between basic psychological needs satisfaction and intrinsic motivation of the students. However, there is a lack of studies that analyze the psychological processes that affect these relationships. For this reason, the purpose of this study was to investigate the mediating role of academic integration on the relationship between basic psychological needs satisfaction and intrinsic motivation of Chilean university students. The participants were a total of 580 students from a university (...) in northern Chile, 359 women and 221 men. The mediation analysis was performed by structural equations modeling, using the maximum likelihood method and the bootstrapping procedure with 10,000 iterations. The results indicated that academic integration partially mediated the relationship between basic psychological needs satisfaction and intrinsic motivation of the students. Therefore, the basic psychological needs satisfaction had an indirect effect on the intrinsic motivation of the students through academic integration. It is concluded that the academic integration constitutes a psychological process that promotes the development of intrinsic motivation for learning. The practical implications are discussed along with the limitations of the study and recommendations for future research. (shrink)

Recent research suggests that “smart drugs” don’t make healthy individuals who use them smarter. The main effects are instead on levels of motivation and interest. So the main ethical question here is not whether there is anything wrong or regrettable about healthy individuals’ using these drugs to make themselves smarter. It is rather whether there is anything problematic about their using these drugs to control or modulate their levels of motivation and interest. This question can either be discussed (...) on a wholly general level or be related to the values and goals characteristic of specific domains of human activity. This essay considers the use of motivation-modulators within the academic domain, and suggests two ways in which such enhancements might conflict with the values distinctive of this domain. (shrink)

It can be stated that self-regulated learning (SRL) brings broad benefits to the process of students' learning and studying. However, research has yet to be undertaken in relation to one of its components, namely self-regulation of motivation and affectivity. The main objectives of this study are to examine the use of self-motivation strategies that involve classmates and to obtain models on the influence of academic goals and self-efficacy on such self-motivation strategies. To this end, was conducted (...) a study using two different samples of students in the compulsory secondary education or baccalaureate stages in Spain (N = 613 and N = 910). The results obtained indicate that, with regard to gender, differences only exist in the use of the strategy of deception (t = 5.450, p <.001, d =.364). That the two pairs of strategies positively and significantly correlated with one another (r =.239, p <.01 and r =.355, p <.01). That only the strategy of annulation of others correlates with a more adaptive type of motivation. Thus, the group of students that reported the greatest level in its use also did so in relation to task and ego self-enhancing goals, to self-efficacy, and being negatively associated with the goal of work avoidance. Finally, were offered models on relationships between academic goals, self-efficacy and enhancement and annulation strategies (χ² (8) = 5.204, p =.736) and deception and annulation strategies (χ² (4) = 3.228, p =.520). (shrink)

The overarching goal of this study was to look into the effects of academic self-efficacy and academic motivation on student long-term engagement and academic achievement. This study also sought to investigate the role of learning agility as a mediator in the relationship between academic self-efficacy and academic motivation. This study examined the impact of student sustainable engagement on student academic achievement as part of our model. A questionnaire technique was used to collect (...) data from 325 music education students studying at various music training institutions in China. The data were analyzed using the Smart-PLS software and a structural equation modeling technique. Academic self-efficacy and academic motivation were found to have a positive and significant relationship with student long-term engagement. The academic motivation was also found to have a positive relationship with student long-term engagement. Furthermore, learning agility was found to mediate the relationship between academic self-efficacy and student sustainable engagement. Furthermore, learning agility mediated the relationship between academic motivation and long-term student engagement. Furthermore, student sustainable engagement has a significant and positive relationship with student academic achievement. This paper made a valuable theoretical contribution by investigating the impact of academic self-efficacy and academic motivation on student sustainable engagement, as well as the impact of student sustainable engagement on student academic achievement. Furthermore, this study added to the body of knowledge by investigating the relationship through the lens of cognitive learning theory. In terms of practical implications, this paper would undoubtedly assist educational institutions in maintaining a fair and just learning environment that encourages students to be engaged and perform well. Future research can include other constructs to gain a better understanding of the factors that influence students’ academic engagement and achievement. (shrink)

Considering the increasing influx of international students to Chinese universities in recent decades, it is surprising to find that few empirical research, especially longitudinal ones, have been conducted in exploring the motivation of international students in China. To fill up the existing gap, this study explored and tracked international students' motivations dynamically. Mixed research design, such as surveys, reflective journals, and interviews, was employed in this study. Data were collected from 671 international students and three teachers in three Chinese (...) universities in Zhejiang province, mainland China on a longitudinal basis. The present study found that international students' motivation could be discussed with considerations to the following two different phases: preliminary phase before they come to China and follow-up phase when they are in China. This study found that the integrative understanding of the external pulling force and the self-motivated pushing force plays a vital role in answering international students' motivations to China. International students were driven more by the self-motivated pushing force than the external pulling force in selecting China as their study destinations. Moreover, international students experienced motivational changes when their expectations conflict with reality and their positive motivational adjustments and social interaction were important to the sustainability of their academic journey. Moreover, this study provides implications for the government, universities and international students in the aspects of policymaking, education and application. (shrink)

Academic performance is among the several components of academic success. Many factors, including socioeconomic status, student temperament and motivation, peer and parental support influence academic performance. Our study aims to investigate the determinants of academic performance with emphasis on the role of parental styles in adolescent students in Peshawar Pakistan. A total of 456 students from 4 public and 4 private schools were interviewed. Academic performance was assessed based on self-reported grades in the latest (...) internal examinations. Parenting styles were assessed through the administration of the Parental bonding instrument. Regression analysis was conducted to assess the influence of socio-demographic factors and parenting styles on academic performance. Factors associated with and differences between “care” and “overprotection” scores of fathers and mothers were analyzed. Higher socio-economic status, father’s education level and higher care scores were independently associated with better academic performance in adolescent students. Affectionless control was the most common parenting style for fathers and mothers. When adapted by the father, it was also the only parenting style independently improving academic performance. Overall, mean “care” scores were higher for mothers and mean “overprotection” scores were higher for fathers. Parenting workshops and school activities emphasizing the involvement of mothers and fathers in the parenting of adolescent students might have a positive influence on their academic performance. Affectionless control may be associated with improved academics but the emotional and psychosocial effects of this style of parenting need to be investigated before recommendations are made. (shrink)

The purpose of this study was to validate the Korean version of the Student-Athletes’ Motivation toward Sports and Academics Questionnaire using exploratory structural equation modeling. A total of 412 South Korean collegiate student-athletes competing in 27 types of sports from 13 different public and private universities across South Korea were analyzed for this study. ESEM statistical approach was employed to examine the psychometric properties of SAMSAQ-KR. To assess content validity, the SAMSAQ-KR was inspected by a panel of content subject (...) experts. The Athletic Identity Measurement Scale was used to obtain convergent validity. The results of this study illustrated that the SAMSAQ-KR appears to be a robust and reliable instrument. (shrink)

Educational institutions rely on academic citizenship behaviors to construct knowledge in a responsible manner. However, they often struggle to contain the unlawful reuse of knowledge by some learning communities. This study draws upon secondary data from two televised episodes describing contract cheating practices prevalent among international student communities. Against this background, we have investigated emergent teaching and learning structures that have been extended to formal and informal spaces with the use of mediating technologies. Learners’ interactions in formal spaces are (...) influenced by ongoing informal social experiences within a shared cultural context to influence learners’ agency. Building upon existing theories, we have developed an analytical lens to understand the rationale behind cheating behaviors. Citizenship behaviors are based on individual and collective perceptions of what constitutes as acceptable or unacceptable behavior. That is, learners who are low in motivation and are less engaged with learning may collude; more so, if cheating is not condemned by members belonging to their informal social spaces. Our analytical lens describes institutional, cultural, technological, social and behavioral contexts that influence learner agency. (shrink)

Research skills are important for university graduates, but little is known about undergraduates’ motivation for research. In this study, self-efficacy beliefs and intrinsic motivation for several research activities were measured three times during an undergraduate research project. In order to promote self-efficacy for writing and collaboration, a collaboration script was developed and tested on half of the students. Twelve students were interviewed three times to gather in-depth information about motivational and self-efficacy beliefs. All measures except intrinsic motivation (...) for research increased significantly during the project. Interview results suggest that enactive mastery and positive social interdependence promoted self-efficacy. Feelings of relatedness seemed to promote intrinsic motivation for writing. Lack of autonomy and low perceived relevance may explain why motivation for research remained stable. The script had no impact on self-efficacy beliefs. Relatedness,... (shrink)

Prosocial motivation refers to the employees’ willingness to invest for the sake of helping others. It improves basic and applied research behaviors of employees and the interaction between them. Employees’ innovation behavior depends on prosocial motivation because the motivation to protect the interests of others may promote knowledge sharing and knowledge coupling. However, there is a research gap in solving the optimal solution of prosocial motivations that facilitates different types of innovation behaviors based on the combination of (...) prosocial motivations. We perform a qualitative comparative study on the effect of the motivation configurations on innovation behaviors. We find that highly basic and highly applied research behaviors share in common collectivism-based, principlism-based, contextual, and situational motivations which work in all configurations. But the core conditions between the two are different, which are principlism-based and situational motivations, respectively. In addition, both highly basic-to-applied and highly applied-to-basic transformation behaviors share the same core condition and the same secondary conditions with highly basic and highly applied research behaviors, respectively. Moreover, the behaviors of non-highly basic research and non-highly basic-to-applied transformation share the severe absence of egoism-based motivation as the core condition in common. Non-highly behaviors of applied research and applied-to-basic transformation have a common point of the severe absence of the pressure-based type as the key. Finally, we also analyze active and passive prosocial degrees of all types of high/non-high innovation behaviors. Our study deepens the academics’ thinking on multi-dimensional prosocial motivation and the classification management of coupling innovation behavior and provides implications for practice. (shrink)

Student plagiarism and cheating have been at the focus of scholarly investigations for over two decades now, the discussion being conducted on the backdrop of the question of whether traditional didactics is suitable for Google generation students who supposedly think and process information differently. Using data collected via start-of-term questionnaires, a series of follow-up semi-structured interviews and a specially calibrated session on academic integrity, the present study looks into the students’ ideas on cheating, school work, internet use, studying habits (...) and understanding of academic integrity. The study aims to suggest (albeit tentatively) a holistic approach to teaching academic integrity in higher education taking into account the students’ perspective: an in-depth qualitative approach was used in the data analysis, evaluating students’ investment, engagement, motivation, learning habits, attitudes to cheating and plagiarism. The findings suggest a conflicted picture of the Bulgarian student: hardly taking the all-practical approach towards higher education, conflicted about the value of learning, this generation of students has little structure to their knowledge, they critically underuse ICT tools for learning and regard cheating as a commodity, unburdened by moral or ethical implications. (shrink)

_The education system of Pakistan has always remained a cause of concern mainly for the educators, stakeholders, ruling political parties, students and parents’ community. A lot of effort has been put to upgrade the education system, increase the literacy rate and maintain the interest and motivation of the learner. One of the main reasons lies in the manner, in which the students are assessed, as assessments are considered to be the means of betterment and improvement. The main aim of (...) the study was to identify the views of university students of Karachi, towards the enhancement of motivation, through assessments. It was a quantitative research, in-person survey was conducted to investigate the role assessment plays in enhancing motivation of students. A 5-point Likert scale questionnaire was constructed, to collect the data from two hundred and fifteen, randomly selected university students of Karachi. Data were analyzed using SPSS version 22. The Psychometric Scale exhibited a positive perception of the construct amongst the respondents. The reliability=.76, with the highest M=4.44, regarding teachers’ attitudes and M=4.44 revealing teachers’ remarks have a deep effect on students’ motivation. Conflicts in the family play a vital role in university students' academic motivation with M=4.34._. (shrink)

Academic discourses regarding teacher motivation have been on-going for decades for those who teach in ethnic minority areas. Yet research findings failed to provide a consistent conclusion regarding if kindergarten teachers’ motivation pattern would vary based on a case-to-case scenario. Therefore, further studies are needed to probe the motivation patterns among this population. The study firstly examined kindergarten teachers’ motivational profiles based on Expectancy Value Theory, and then examined how teachers’ motivation related to outcome variables. (...) Participants included 1,199 kindergarten teachers from ethnic minority areas in China. Latent profile analysis identified three motivation profiles for teachers: low value-high cost, moderate all, and high value-low cost. Teacher with different motivation profiles had significant differences in work engagement, workplace wellbeing, and retention intention. In addition, chain mediation analysis revealed that work engagement and workplace wellbeing mediated the relationship between motivation profiles and retention intention. The implications of the findings for study are discussed. (shrink)

Over the past decade, discussion has flourished among practitioners and academics regarding workers’ rights in developing countries. The lack of enforcement of national labour laws and the limited protection of workers’ rights in developing countries have led workers’ rights representatives to attempt to establish transnational industrial relations systems to complement existing national systems. In practice, these attempts have mainly been operationalised in unilateral codes of conduct; recently, however, negotiated international framework agreements (IFAs) have been proposed as an alternative. Despite their (...) growing importance, few studies have empirically studied IFAs. This paper starts to fill this gap by studying why corporations adopt IFAs, based on a qualitative study of the process leading to the signing of a recent IFA. The study’s findings complement existing research into why corporations adopt IFAs, codes of conduct, and CSR policies by demonstrating that corporate motives can be linked to a desire to retain a trusting relationship with the labour union movement. In addition, the findings indicate that the discrete campaign model of stakeholder pressure dominant in previous research should be complemented by a continuous bargaining model of stakeholder pressure. The paper concludes by discussing differences between these conceptual models of stakeholder pressure and avenues for future research. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 104-107 [Access article in PDF] Motivating Aesthetics Cynthia C. Rostankowski Humanities Department San Jose State University The territory of philosophical aesthetics remains a conceptual hinterland in the world of academic disciplines. It is not the only hinterland, but in comparison to other disciplines in arts and letters, few scholars engage in the subject professionally, and many people avoid the territory it (...) occupies as a place to visit, let alone to tarry or reside. Why is this? Usually people do not wish to visit places that are uncomfortable in some way. Frozen wastelands, blazing deserts, war zones, and places with nothing to do or see are usually avoided because they are perceived as unpleasant, dangerous, or boring,and the same is very likely true of their conceptual analogs. In what senses might some people perceive aesthetics as analogous to Siberia, Sudan, or central Kansas? I would like to investigate what it is about aesthetics that causes people to shy away from it more often than to flock to it. I have long been fascinated by the responses of students who express amazement or confusion when exposed to the field of aesthetics as a part of an introductory philosophy class, or of arts educators who do not know what to do with aesthetics since it does not seem quite to fit with the rest of what they do, or the responses of some artists or other arts practitioners who are occasionally disdainful of aesthetics. It would be easy to say that aesthetics has merely had bad press or inadequate exposure in the classroom, but I suspect there is more to it than that. I have experienced many of the situations I have just mentioned, and they have usually surprised and sometimes demoralized [End Page 104] me. They have always motivated me to think harder about my beloved field of interest, to try to reveal its attractions to those who do not find it as appealing and engaging as I do, or as you, my reader does. (I am presuming that one who is reading an essay in a journal about aesthetic education has already found his or her comfort zone in the field.) I will also presume to offer some thoughts about motivating an interest in aesthetics among the aesthetically uninterested — why one might want to do it, and what one might do. Please note, I am not speaking of the aesthetically disinterested 1 ; they too have already found their place in the discipline!It is likely that the problem of aesthetics has to do in part with misunderstandings, and those misunderstandings are multi-layered. If one looks up the word "aesthetic" in the Oxford English Dictionary, one finds the following: (F)rom the Greek for perception...and, being pre-occupied;...pertaining to things perceptible by the senses, things material;..."criticism of taste"...the science which treats of the conditions of sensuous perception...of or pertaining to the appreciation or criticism of the beautiful...Recent extravagances in the adoption of a sentimental archaism as the ideal of beauty have still further removed aesthetic and its derivatives from their etymological and purely philosophical meaning. There are varied suggestions about the use of the term, including the mention of its removal in contemporary parlance from its original meanings. If one looks up the keyword "aesthetic" on the Internet, one may find the following sites: skin care, plastic surgery, dentistry, exterior and interior design, tattoos, and some art, art theory, and philosophy among other things. An exemplification in practice of what is suggested in the OED. It is clear that the meaning of the word "aesthetic" has become at best imprecise, at worst confusing in common parlance.So, the first misunderstanding regarding aesthetics is the meaning of the term. What is philosophical aesthetics? It is not what some misconstrue as the imposition of value judgments on society. Unfortunately, some presume that because matters of taste or definitions of beauty are considered in the field, someone must be telling someone what they ought to think is pleasing or beautiful. This is not the focus... (shrink)

Academic dishonesty is a problem that continues to plague universities. Few studies have examined how mind-set and individualism contribute to academic dishonesty. Using structural equation modeling, a model was developed to explain academic dishonesty, which included mind-set, individualistic learning environment, individualism, and motivation to study. A total of 207 university students in Thailand participated. The final model explained 30% of the variance in academic dishonesty. All variables in this study had a negative relationship with (...) class='Hi'>academic dishonesty, indicating that improvements in mind-set, learning environment, and motivation could change perceptions of academic dishonesty. (shrink)

I argue that Azerbaijani universities are a façade masking an ulterior motive. I examine the difficult relationship between authoritarian power and the university in Azerbaijan through the study of coercive policies put in place by university administrators preventing free thought and hampering the freedom of academics. My central thesis is that the university is a place where researchers should be able to teach and conduct their research freely, without any hindrance from their administrators. However, in authoritarian countries, such as Azerbaijan, (...) academic freedom suffers from regular interference and restrictions on the part of those administrators who, arguably due to the nature of the regime, assume that academics are not supposed to criticize the society, politics or universities in which they work. These administrators, who are often academics themselves, mistakenly believe that university priorities should be at the service of the regime at the expense of knowledge. I submit that the rigid discipline of Azerbaijani universities and the unfree relationship between high-ranking administrators and scholars – a relationship based on the domination of the former over the latter – do not only stymie academic discussions and development, but also squelch the liberty and creativity of scholars. (shrink)