Relationship between motivation and student achievement

relationship between motivation and student achievement

PDF | Background: the purpose of this study was to explore the correlation between academic motivation and academic achievement among Tehran University. The Relationship between Motivation and Achievement Among the factors influencing students' learning, motivation is thought to be a very important reason . In order to investigate the relationship between the components of academic achievement motivation and the two average scores, we used Pearson correlation.

This study is an endeavor to examine the role of motivation in the academic achievement of medical students. In this cross-sectional correlational study, out of the total medical students, from 4th to final year during the academic year —, at School of Medicine, Isfahan University of Medical Sciences, participated in completion of the Inventory of School Motivation ISMcomprising 43 items and measuring eight aspects of motivation.

relationship between motivation and student achievement

The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels.

However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls.

Humans acquire the necessary motivation for the fulfillment of their goals, needs, or instinct. As for university students, academic achievement is of special importance.

relationship between motivation and student achievement

Equipped with motivation, individual students are activated enough to complete an assignment successfully, achieve a goal, or accomplish some extent of mastery in their field, and thus are enabled to learn attain fruitfully and academic success. Motivated behavior is one with energy, and is purposeful and ongoing. Literature on motivation abounds with various interpretations of the term. Educational motivation is viewed as a three-dimensional concept comprising the individual's set of beliefs about his abilities, intention, and the relevant emotional response needed to display some particular activity.

How motivation affects academic performance: a structural equation modelling analysis

Intrinsic motivation creates appeal for a person to act or react in a certain way, while extrinsic motivation accrues as a result of influence from outside sources driving a person to act purposefully. Academic achievement motivation refers to behavior resulting in learning and academic achievement.

Behavior reflecting academic motivation mostly includes insisting on doing difficult assignments, working hard or making all the efforts to learn, and picking demanding assignments. Findings have shown factors pertaining to personality, family, place of study, and society are influential.

Motivation and academic achievement in medical students

In Iran, the issue has been studied to some extent; however, little research has been done on academic motivation in the fields of medicine. Considering physician's role in health promotion and regarding the current research vacuum, this study investigated the relationship between academic motivation and academic achievement in medical students in clinical curses.

The study in particular focused on academic motivation dimensions such as task, effort, complication, social power, affiliation, social concern, praise, and token. For each question item, there are five choices ranging from strongly disagree to strongly agree rated 1—5. The inventory investigates eight dimensions, namely task four itemseffort seven itemscompetition six itemssocial power six itemsaffiliation three itemssocial concern five itemspraise five itemsand token seven items.

The responses were coded such that higher scores represented higher motivation. For instance, considering competition, a student who had chosen strong agreement rated 5 for all the six questions was considered to be highly motivated for competition. Only 4th year students studying clinical courses were included in the study. Both group and individual administration of the questionnaire were applied by the researcher in educational health care affiliated with Isfahan University of Medical sciences.

Students unwilling to participate and the incomplete questionnaires were excluded from the study Data were analyzed using descriptive statistics indexes such as mean, standard deviation, and frequency percentile. Analytical tests including Pearson correlation coefficient and independent t-test were also applied.

In order to investigate the relationship between the components of academic achievement motivation and the two average scores, we used Pearson correlation coefficient.

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  • How motivation affects academic performance: a structural equation modelling analysis

To compare the components in terms of gender, independent t-test was also applied. Mean of the first 3-year average scores was Also, the mean and standard deviation for the eight components of academic motivation were as follows: The finding is in accordance with those of other studies. In addition, a genuine belief that the learning content in valuable per se affects self-regulation and self-efficiency positively.

In conclusion, RAM positively correlated with academic performance through deep strategy towards study and higher study effort. This model seems valid in medical education in subgroups such as males, females, students selected by qualitative and weighted lottery selection. Autonomous motivation, Controlled motivation, Study strategy, Study effort, Academic performance, Self-determination theory Introduction Motivation has been shown to positively influence study strategy, academic performance, adjustment and well-being in students in domains of education other than medical education Vansteenkiste et al.

Studying motivation particularly in medical students is important because medical education is different from general education in several aspects, some of them being high intensity of study, the requirement to carry out clinical work along with study and the need to follow a highly specifically defined path to be able to qualify to practice as doctors.

In a literature review we found that the positive correlation between motivation and performance has not been substantiated strongly in medical education as different studies have contradictory findings Kusurkar et al. The objective of the present research study was to explore the relationships between motivation, study strategy, study effort and academic performance among medical students.

relationship between motivation and student achievement

There are different theories of motivation; some focus on quantity of motivation and others on quality. Quantity of motivation could be high or low. Quality of motivation depends on whether the source of motivation is internal or external. Self-determination Theory SDT of motivation considers quality of motivation to be more important than quantity and describes a continuum for quality of motivation Ryan and Deci ab.

This ranges from intrinsic motivation at one end to amotivation at the other end of the continuum, with four types of extrinsic motivation integrated regulation, identified regulation, introjected regulation, external regulation in between. Intrinsic motivation is derived out of genuine interest in an activity.

Extrinsic motivation is derived out of an expected gain or a separable outcome. As elaborated by SDT, not all types of extrinsic motivation are undesirable.