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

Author(s)
Phan, Huy
Ngu, Bing
Publication Date
2014
Abstract
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.
Citation
Education Journal, 3(4), p. 203-216
ISSN
2327-2619
2327-2600
Link
Publisher
Science Publishing Group
Title
An empirical analysis of students' learning and achievements: A motivational approach
Type of document
Journal Article
Entity Type
Publication

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