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Michiel Boncquet; Nele Flamant; Jeroen Lavrijsen; Maarten Vansteenkiste; Karine Verschueren; Bart Soenens – Journal of Educational Psychology, 2024
This study examined the unique and interactive role of students' quality of motivation, as defined in self-determination theory, and their mindsets about intelligence, as conceptualized in Dweck's framework, in predicting a variety of learning outcomes (engagement, learning strategies, persistence, procrastination, and test anxiety) and…
Descriptors: Middle School Students, Student Attitudes, Learning Motivation, Academic Achievement
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Anja Strobel; Alexander Strobel; Franzis Preckel; Ricarda Steinmayr – AERA Open, 2024
While intelligence and motivational variables are well-established predictors of academic achievement, Need for Cognition (NFC), the stable intrinsic motivation to engage in and enjoy challenging intellectual activity, has not yet been considered comprehensively in this field, especially not longitudinally. By applying latent change score…
Descriptors: Academic Achievement, Self Concept, Learning Motivation, Cognitive Processes
Daniel Jung – ProQuest LLC, 2024
Research into second language acquisition (SLA) has shown that individual difference (ID) variables can be strong predictors of language achievement (e.g., Dornyei, 2003; Skehan, 2003). Traditionally, this research conceptualized ID variables as static and monolithic variables (e.g., Dornyei, 2010). More recently scholars have questioned this…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Undergraduate Students
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Mahmood, Monowar; Frolova, Yuliya; Gupta, Bhumika – Education & Training, 2021
Purpose: Personality traits are assumed to influence cognitive processes as well as academic motivation and learning approaches of the students. Based on these assumptions, the present study investigates the association of HEXACO personality traits with academic motivation as well as influence of those traits on students' learning approaches in…
Descriptors: Personality Traits, Academic Achievement, Foreign Countries, Individual Differences
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Kam, Adele H. T.; Umar, Irfan N. – Education and Information Technologies, 2023
Gamification has been reported to increase learning motivation and produce positive learning behaviors or outcomes. As gamification research continues to mature, more studies are investigating factors that may contribute to the varying effectiveness of gamification, as well as factors that may moderate its effects. This study investigated whether…
Descriptors: College Students, Private Colleges, Foreign Countries, Gamification
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Hodis, Flaviu-Adrian – Social Psychology of Education: An International Journal, 2020
This research used the expectancy-value theory to examine the extent to which three classes of motivation antecedents predicted secondary-school students' expectancies of success in English. To this end, it investigated four general motivation orientations, two school-related achievement motives, as well as autonomous and controlled reasons…
Descriptors: Individual Differences, Structural Equation Models, Academic Achievement, Secondary School Students
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Martínez Agudo, Juan de Dios – Language and Education, 2021
The few studies conducted to date on the affective dimension of CLIL (Content and Language Integrated Learning) have predominantly focused on the relationship between motivation and language attainment, which points to a need for further investigation. To this end, this cross-sectional study aims at researching the degree of correlation between…
Descriptors: Content and Language Integrated Learning, Second Language Learning, Learning Motivation, Secondary School Students
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Yang, Jie Chi; Quadir, Benazir – Technology, Pedagogy and Education, 2018
Despite the growing interest in digital game-based learning (DGBL), there has been a lack of attention paid to the effects of individual differences, such as gaming flow experience and gender differences, in a reward-based achievement system. To this end, this study developed an achievement system with a reward mechanism to facilitate English…
Descriptors: Individual Differences, Second Language Learning, English (Second Language), Educational Games
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Reimann, Giselle; Stoecklin, Markus; Lavallee, Kristen; Gut, Janine; Frischknecht, Marie-Claire; Grob, Alexander – Psychology in the Schools, 2013
The interpretation of subtest profiles from intelligence testing remains popular among many practitioners who use subtest performance to draw diagnostic conclusions, in spite of criticism by some researchers, who point to the low reliability and predictive validity of subtest scores in predicting achievement outcomes. Prior research outlines two…
Descriptors: Intelligence Tests, Profiles, Educational Assessment, Predictive Validity
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Tucker-Drob, Elliot M.; Harden, K. Paige – Learning and Individual Differences, 2012
There is accumulating evidence that genetic influences on achievement are more pronounced among children living in higher socioeconomic status homes, and that these gene-by-environment interactions occur prior to children's entry into formal schooling. We hypothesized that one pathway through which socioeconomic status promotes genetic influences…
Descriptors: Twins, Socioeconomic Status, Mathematics Achievement, Learning Motivation
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Schwinger, Malte; Steinmayr, Ricarda; Spinath, Birgit – Learning and Individual Differences, 2012
The self-regulation of motivation represents a key feature of self-regulated learning. Recent studies have documented that students use a variety of strategies to sustain their learning motivation and that most of these strategies have positive effects. However, less is known about how students integrate the various motivational strategies into an…
Descriptors: College Students, Motivation Techniques, Student Motivation, Learning Motivation
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Taht, Karin; Must, Olev – Educational Research and Evaluation, 2013
We estimated the invariance of educational achievement (EA) and learning attitudes (LA) measures across nations. A multi-group confirmatory factor analysis was used to estimate the invariance of educational achievement and learning attitudes across 55 nations (Programme for International Student Assessment [PISA] 2006 data, N = 354,203). The…
Descriptors: Academic Achievement, Factor Analysis, Factor Structure, Educational Attitudes
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Standage, Martyn; Treasure, Darren C.; Hooper, Katherine; Kuczka, Kendy – British Journal of Educational Psychology, 2007
Background: Self-handicapping is an attribution-related process whereby individuals create performance impediments/excuses to protect self-worth in socially evaluative environments. Thus, the prevailing motivational climate would appear to be an important factor when attempting to understand the situational self-handicapping process within school…
Descriptors: Individual Differences, Secondary School Students, Physical Education, Academic Achievement
Thro, Mary Patricia – 1978
Individual differences in cognitive structures resulting primarily from exposure to physics content were investigated in this research study. Thirty college students were divided into a treatment group of 19 and a control group of 11. A regression analysis indicated that individual differences were probably operative. An analysis of variance…
Descriptors: Academic Achievement, Cognitive Style, College Students, Comprehension
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Licht, Barbara G.; Dweck, Carol S. – Developmental Psychology, 1984
Examines the degree to which experiencing confusion during the acquisition of new academic material differentially affects classroom performance of helpless and mastery-oriented fifth-graders. Provides an initial test of a theoretical approach to understanding differences between male and female performances in different subject areas. (AS)
Descriptors: Academic Achievement, Academic Aspiration, Achievement Gains, Achievement Need
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