Phan, Huy

Ngu, Bing

2014

The present study details a theoretical-conceptual model, scoping the interrelations between antecedents (academic buoyancy, emotional and physiological states, task value), cognitive processes (habitual action, critical reflection), and adaptive outcomes (academic engagement, academic achievement) in the context of educational psychology. 294 (151 men, 143 women) first-year university students participated in this study. Likert-scale inventories were administered to students and used to elicit relevant data; for example, we used the Academic Buoyancy Scale [1, 2], and the Task value subscale of the Motivated Strategies for Learning Questionnaire (MSLQ)[3]. Academic achievement was collated from students' overall marks in the unit educational psychology. Structural equation modeling (SEM) analyses supported, in part, the conceptual model with some statistical significant paths. In general, on the basis of the findings yielded, there are significant implications for research development and educational practices.

Education Journal, 3(4), p. 203-216

2327-2619

2327-2600

https://hdl.handle.net/1959.11/15309

en

Science Publishing Group

An empirical analysis of students' learning and achievements: A motivational approach

Journal Article

Publication