Academic motivation
Motivation is a significant establishment of scholarly advancement in understudies. Lonnie L Rowell and
Eunsook Hong talks about scholastic motivation, its different
https://www.researchgate.net/publication/277363978_Academic_Motivation_Concepts_Strategies_an
d_Counseling_Approaches
https://www.mdpi.com/2071-1050/11/21/5934/pdf
Academic Self-Efficacy
https://www.intechopen.com/books/health-and-academic-achievement/academic-self-efficacy-
approach-to-learning-and-academic-achievement (Veresova and Foglova, 2017)
Self-efficacy (Bandura, 1997), self-regulation, self-concept and self-control are
beliefs that students are capable to optimise their learning performance by their
own psychological efforts in addition to support from families and teachers in
educational settings.
According to Shim (2018), ‘To fully understand students’ learning and
achievement, one must examine various contexts beyond the school setting’.
Yang and Tu (2020) examined Chinese adolescents in homework management
setting and found out that highly achieving students were more likely to arrange
the environment, manage time, handle distraction, monitor motivation, and
control negative emotion, and therefore to achieve better outcomes.
The work by Simpkins et al. (2019) investigated the relative importance of perceived
support from home and school which may be necessary to sustain adolescents’ science
motivational beliefs and their classroom engagement, with hope to lower the risk of
dropping out of the underrepresented minority Latino students in the United States.
The same ‘perceived’ self-control depletion is also found in Lindner and Retelsdorf
(2019) which indicated that ‘perceived’ conquers ‘manipulated’ self-control, and
achieves better outcomes on English as a foreign language assessment in Germany.
Another factor to affect self-efficacy is ‘regulatory focus’, which consists of two basic
orientations that guide goal-related behaviours – promotion focus and prevention focus
(Higgins, 1997). Under this concept, Liu et al. (2019) shed light on the relationship
between regulatory focus and learning engagement with Chinese adolescents, in which
students with high promotion focus and low prevention focus showed higher academic
self-efficacy and lower depression and, in turn, demonstrated greater learning
engagement.
Phan et al. (2020) studied university students in Taiwan and also echoed the
importance of self-efficacy to mediate the relationships among personal resolve,
effective functioning and academic striving with significant evidence, overall, contributes
best to the study of optimal achievement.
Zhou et al. (2020) investigated the correlation of teacher-student relationship in
students’ mathematical problem solving ability through self-efficacy and maths anxiety
in China.
The work by Yan et al. (2019) on Hong Kong adolescents showed that attitude,
subjective norms, self-efficacy, and perceived controllability were significant predictors
on intention to self-assess, while self-efficacy and intention had significant influence on
self-assessment practice. In this study, the Rasch analysis has done an excellent job to
allow us to spot the complex relationship among numerous variables with a large scale
sample in measurement and assessment in order to draw precise results and
conclusions.
Self-efficacy has been the core of research interest for the past three decades in the
field of educational psychology. How teachers could create a positive learning
environment to nourish students’ psychological well-being in order to optimise their
learning progress remains the holy grail in education.
https://www.tandfonline.com/doi/full/10.1080/01443410.2020.1755501 (Cheng, 2020)
motivation in online
https://www.sciencedirect.com/science/article/abs/pii/S0360131517301197
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.611.2177&rep=rep1&type=pdf
self-efficacy in online learning
https://onlinelibrary.wiley.com/doi/abs/10.1002/piq.20001
https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02794/full
This section centers around the investigation of the connection between scholastic self-adequacy (ASE),
the way to deal with learning (profound – DA and surface – SA), heteronomous (HAA) and self-ruling
evaluation (AAA) of young adult scholarly accomplishment. The point of this investigation is to
investigate whether ASE and Approach to Learning (DA, SA) anticipate young adult AAA and HAA and
whether AAA is effective for ASE.
The scholastic exhibition was determined by the evaluation point normal. Self-governing evaluation of
scholastic accomplishment was estimated by apparent self-appraisal of scholarly accomplishment. Way
to deal with learning as estimated by the refreshed exploration stage poll. Our suspicion on the
relationship of the apparent multitude of factors checked except for the surface way to deal with
learning has been confirmed. It is likewise settled that scholastic self-viability, similarly as the ideal way
to deal with learning (profound or surface) is a significant indicator of heteronomous scholarly
accomplishment appraisal, and that HAA is a significant indicator of AAA, though AAA is a significant
indicator of ASE in the young age associate. (Yokoyama, 2019)
