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Fryer, Luke K.; Ginns, Paul; Howarth, Mark; Anderson, Charles; Ozono, Shuichi – Educational Psychology, 2018
Individual differences are theorised as being key predictors of students' lecture attendance. Understanding students' (lack of) motivation for studying is an essential first step in supporting these individual differences and potentially increasing class/lecture attendance. The current study explored the role of students' deficits in motivations…
Descriptors: Attendance, Individual Differences, Student Motivation, Self Concept
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Petersen, Jennifer Lee; Hyde, Janet Shibley – Educational Psychology, 2017
Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…
Descriptors: Secondary School Mathematics, Mathematics Skills, Middle Schools, Middle School Students
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Madjar, Nir; Chohat, Ronny – Educational Psychology, 2017
The current study aimed to explore the concept of transition self-efficacy, which is defined as individuals' subjective evaluation of their ability to execute the actions required for a successful transition from elementary to middle school. The study followed a sample of 128 sixth-grade students for 2 consecutive years (before and after the…
Descriptors: Middle School Students, Academic Achievement, Academic Ability, Self Concept
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Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing – Educational Psychology, 2014
Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…
Descriptors: Self Concept, Student Motivation, Goal Orientation, High School Students
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Luo, Wenshu; Lee, Kerry; Ng, Pak Tee; Ong, Joanne Xiao Wei – Educational Psychology, 2014
This study investigated the relationships of students' incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom…
Descriptors: Academic Achievement, Academic Ability, Mathematics Achievement, Correlation
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Raufelder, Diana; Sahabandu, Diomira; Martínez, Guadalupe Sánchez; Escobar, Victoria – Educational Psychology, 2015
It is well known that teachers frequently observe a decline in the scholastic motivation of many adolescent students, which in turn is often associated with a decline in students' individual school self-concept. In contrast, less is known about the association between students' individual school self-concept and school engagement, or the related…
Descriptors: Foreign Countries, Middle School Students, Grade 7, Grade 8
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Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele – Educational Psychology, 2011
This article describes research exploring the relationship between students' self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social…
Descriptors: Student Attitudes, Structural Equation Models, Academic Achievement, Self Concept
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Nagengast, Benjamin; Marsh, Herbert W. – Educational Psychology, 2011
Research on the relation between students' achievement (ACH) and their academic self-concept (ASC) has consistently shown a Big-Fish-Little-Pond-Effect (BFLPE); ASC is positively affected by individual ACH, but negatively affected by school-average ACH. Surprisingly, however, there are few good UK studies of the BFLPE and few anywhere in the world…
Descriptors: Correlation, Structural Equation Models, Foreign Countries, Self Concept
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Yeung, Alexander Seeshing; McInerney, Dennis M.; Ali, Jinnat – Educational Psychology, 2014
Students' motivation is known to be influenced by both internally referenced and externally referenced factors. Internally referenced factors include self-processes (sense of competence and affect), whereas externally referenced factors include significant others (parents, peers and teachers). Using the Facilitating Conditions Questionnaire, the…
Descriptors: Foreign Countries, Asians, Student Motivation, White Students
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Fan, Weihua – Educational Psychology, 2011
The present study examined the structural relations of social influences, task values, ability beliefs, educational expectation and academic engagement for both boys and girls. The structural equation modelling analyses provided nationally representative evidence of gender differences in: (1) the links from teacher-student relationship and peer…
Descriptors: Expectation, Academic Achievement, Structural Equation Models, Student Motivation