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Strunk, Kamden K.; Lane, Forrest C.; Mwavita, Mwarumba – Educational Psychology, 2018
Research in the field of time-related academic behaviour (i.e., procrastination and timely engagement) has traditionally been focused on more stable factors, such as personality. Recent research suggests there may be a motivational component to these behaviours. The present study examines whether time-related academic behaviour is stable across…
Descriptors: Time Management, Student Behavior, Student Motivation, Undergraduate Students
Vassiou, Aikaterini; Mouratidis, Athanasios; Andreou, Eleni; Kafetsios, Konstantinos – Educational Psychology, 2016
Performance at school is affected not only by students' achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students' achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes…
Descriptors: Academic Achievement, Goal Orientation, Emotional Response, Mathematics Teachers
Johnson, Genevieve Marie – Educational Psychology, 2016
First-year university students (n = 199) completed an online questionnaire that queried their purchase of paper books and eBooks for university study and personal interest. The questionnaire also required students to rate their learning characteristics including reading strategies, study self-regulation, learning control beliefs and achievement…
Descriptors: College Freshmen, Questionnaires, Printed Materials, Electronic Publishing
Putwain, David; Remedios, Richard; Symes, Wendy – Educational Psychology, 2016
Fear appeals are messages that focus on avoiding the negative consequences of failure. They are often used by teachers as a motivational tactic prior to high-stakes examinations. In this study, we examined whether 566 secondary school students, from 26 different classes, approaching high-stakes examinations appraised fear appeals as threatening or…
Descriptors: Self Efficacy, Academic Ability, Secondary School Students, Regression (Statistics)
Suarez-Valenzuela, Sara; Suárez Riveiro, José Manuel – Electronic Journal of Research in Educational Psychology, 2022
Introduction: Numerous researchers have shown the many benefits of academic motivation in educational processes, both at school and at home. Adequate acquisition and development of learning strategies during compulsory secondary education is key to future academic success. The aim of this paper is to explore how academic goals and parenting styles…
Descriptors: Parenting Styles, Learning Strategies, Secondary School Students, Correlation
Holman, Andrei Corneliu; Hojbota, Ana Maria; Pascal, Emilia Alexandra; Bostan, Cristina Maria; Constantin, Ticu – International Journal of Educational Psychology, 2019
The aim of the study was to investigate the relationships between certain educational strategies and students' personality traits, on the one hand, and students' academic performance, on the other, respectively between the latter and two types of outcomes (i.e. students' academic performance and intentions to drop out of high school). These…
Descriptors: Academic Persistence, Advanced Placement Programs, Personality Traits, Correlation
Mehrdadian, Parisa; Rabiei, Mehdi; Khosrorad, Razieh – Journal of Educational Psychology - Propositos y Representaciones, 2021
Introduction: Motivation is one of the most important effective factors in learning. It can lead to long-lasting learning in connection with identity. Creating an appropriate setting for development and actualization of students with different Scientific, social and cultural abilities is one of the accountable education package's The Health System…
Descriptors: Medical Education, Accountability, Medical Students, Learner Engagement
Self-Efficacy and Achievement Goals as Motivational Links between Perceived Contexts and Achievement
Jiang, Yi; Song, Juyeon; Lee, Minhye; Bong, Mimi – Educational Psychology, 2014
The purposes of the present study were to investigate (a) how the subjectively perceived achievement goals of significant others would predict the academic self-efficacy and achievement goals of Korean adolescents and (b) how those self-efficacy and achievement goals in turn predicted their achievement. We also compared these predictive…
Descriptors: Self Efficacy, Academic Achievement, Goal Orientation, Middle School Students
Mouratidis, Athanasios; Vansteenkiste, Maarten; Lens, Willy; Michou, Aikaterini; Soenens, Bart – Journal of Educational Psychology, 2013
Grounded in self-determination theory, this longitudinal study examined the academic correlates of middle and high school students' (N = 923; 33.4% male) intrinsic and extrinsic aspirations (i.e., life goals) and the type of aspirations that they perceive their parents to promote to them. Person-centered analysis revealed 3 meaningful groups: a…
Descriptors: Self Determination, Longitudinal Studies, Correlation, Middle School Students
Villavicencio, Felicidad T.; Bernardo, Allan B. I. – British Journal of Educational Psychology, 2013
Background: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models,…
Descriptors: Academic Achievement, Correlation, Questionnaires, Emotional Response
Jain, Sachin; Dowson, Martin – Contemporary Educational Psychology, 2009
This study tested the veracity of a model of Mathematics Anxiety as the end-point of related self-regulatory and self-efficacy processes. Data were collected in India from 232, eighth grade students on the Motivated Strategies for Learning Questionnaire and the Mathematics Anxiety Scale. Demographic information such as student' gender, age, marks…
Descriptors: Self Efficacy, Foreign Countries, Psychometrics, Grade 8
Muis, Krista R.; Winne, Philip H.; Jamieson-Noel, Dianne – British Journal of Educational Psychology, 2007
Background: A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research. Aim: A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies…
Descriptors: Validity, Multitrait Multimethod Techniques, Construct Validity, Higher Education