scholarly journals Relationship between Achievement Motivation and Academic Procrastination in Undergraduate Students: Mediation Effect of Academic Burnout

2016 ◽  
Vol 06 (07) ◽  
pp. 779-789
Author(s):  
丁丁 王
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Mediation Effect ◽  
Academic Procrastination ◽  
Academic Burnout

Role of peer support in competitive classroom climates: Focusing on the mediation effect of academic hatred in the JD-R model

2021 ◽  
pp. 1-12
Author(s):  
Minyoung Lee ◽  
Taerim Lee ◽  
Sang Min Lee
Keyword(s):  
Peer Support ◽  
Response Rate ◽  
Mediation Effect ◽  
Model Data ◽  
Academic Burnout ◽  
Multigroup Analysis ◽  
Job Demand ◽  
Academic Pressure ◽  
Burnout Rate

Abstract This study aimed to verify the different effects of peer support on academic hatred depending on the levels of teachers’ academic pressure. Additionally, we examined the effects of academic hatred on academic burnout and engagement by applying the job demand-resources (JD-R) model. Data were collected from 43 classes at 8 high schools (N = 1015, 94.2% response rate, 57.3% women) in South Korea. The results of a multigroup analysis were as follows: (1) peer support served as an important resource in classrooms experiencing high teachers’ academic pressures; (2) peer support directly affected academic burnout and engagement, and reduced academic hatred; and (3) reduced academic hatred served as a mediator for lower burnout rate and increased engagement.

scholarly journals Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Gaye D. Ceyhan ◽  
John W. Tillotson
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Intrinsic Value ◽  
Value Theory ◽  
Research Experience ◽  
Expectancy Value ◽  
Research Experiences ◽  
Research Findings ◽  
Future Work

Abstract Background Prior research reported that motivational beliefs that individuals attach to specific tasks predict continuing interest and persistence in the task. A motivational approach may be particularly useful for understanding undergraduate students’ engagement with research in their first and second years in college. The current study utilizes the expectancy-value theory of achievement motivation to qualitatively explore how much and in what ways early year undergraduate researchers value their research experience and what kinds of costs they associate with it. Results The results revealed that intrinsic value had the highest expression in participants’ motivation to engage in research. The second most expressed value type was the utility value of undergraduate research with regards to obtaining the desired outcomes, and attainment value played the least important role in participants’ motivation to engage in research. Findings also indicated that some of the participants associated a cost(s) to their research experience. The highest mentioned perceived cost was opportunity cost, where participants commented on losing other valued alternatives when engaging in research. Participants commented on the time, effort, or amount of work needed to engage in research, and a few participants commented on the emotional cost associated with their research experience in terms of the fear of failure. Conclusion As perceived cost is the least studied in the expectancy-value framework, this study contributes to cost values within college students, particularly about early year undergraduate researchers. The findings of this study can form the basis for future work on exploring ways to increase the values and decrease the costs students experience in their undergraduate research experiences.

Achievement Motivation and the End-Effect

1989 ◽  
Vol 68 (3) ◽  
pp. 799-805
Author(s):  
Helen C. Beh
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Movement Time ◽  
Reaction Time Task ◽  
Decision Time ◽  
End Effect ◽  
Time Data ◽  
Task Period ◽  
Edwards Personal Preference Schedule ◽  
The Relationship

The present study was designed to investigate the relationship between achievement motivation and the phenomenon referred to as the “end-effect.” 40 undergraduate students were assigned to either a High or a Low need for achievement (nAch) group on the basis of scores on the Edwards Personal Preference Schedule, Achievement subscale. Performance on a 30-min. reaction time task was assessed in terms of decision time and movement time and a significant end-effect was found only for movement times for high need achievers. Based on movement and decision time data, it is proposed that the end-effect observed in these subjects resulted from increased effort during the final task period producing an increase in arousal.

Helicopter parenting and female university students’ anxiety: does parents’ gender matter?

2020 ◽  
Vol 9 (3) ◽  
pp. 417-430
Author(s):  
Hayley Love ◽  
Ming Cui ◽  
Jeffery W. Allen ◽  
Frank D. Fincham ◽  
Ross W. May
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Anxiety Symptoms ◽  
Mediation Effect ◽  
Helicopter Parenting ◽  
Mediating Effects ◽  
The Relationship ◽  
Gender Specific

This study examined two potential mechanisms, competence and self-efficacy, that might account for the relationship between helicopter parenting and anxiety symptoms among female university students, and whether any mediating effects differed by parent gender. Structural equation modelling of data collected from 473 undergraduate students showed that both competence and self-efficacy mediated the association between paternal helicopter parenting and female university students’ anxiety symptoms. No mediation effect was found for maternal helicopter parenting. A comparison between paternal and maternal effects revealed that they differed significantly from each other. Specifically, associations between helicopter parenting and female university students’ competence and self-efficacy were much stronger for fathers than for mothers. Implications of the gender-specific findings are discussed in this article, and their importance for prevention and intervention are highlighted.

Learning styles, motivation and cognitive flexibility in interpreter training

Interpreting ◽  
2011 ◽  
Vol 13 (1) ◽  
pp. 31-52 ◽  
Author(s):  
Šárka Timarová ◽  
Heidi Salaets
Keyword(s):  
Learning Styles ◽  
Achievement Motivation ◽  
Cognitive Flexibility ◽  
Undergraduate Students ◽  
Wisconsin Card Sorting Test ◽  
Learning Preferences ◽  
Control Group ◽  
Card Sorting ◽  
Interpreter Training ◽  
Training Programmes

Admission testing for conference interpreter training programmes traditionally focuses on skills directly related to the interpreting skills, and while soft skills, such as motivation, are recognised as important, they are not systematically tested or researched. The present study attempts to address this gap by exploring three traits and abilities, namely learning styles, motivation and cognitive flexibility, and to relate them to students’ self-selection for interpreting and to their success on final exams. Three tests were used to compare a group of self-selected interpreting students and applicants (n = 32) and a subgroup of conference interpreting students (n = 14) to a control group of undergraduate students (n = 104), from among whom the majority of Lessius University College interpreting students are recruited: the Inventory of Learning Styles (Vermunt & Rijswijk 1987), the Achievement Motivation Test (Hermans 1968/2004) and the Wisconsin Card Sorting Test (Grant & Berg 1948). The results show that self-selected interpreting students are cognitively more flexible and are less negatively affected by anxiety. Compared to the control group, successful conference interpreting students, but not unsuccessful students, are cognitively more flexible and benefit more from some level of anxiety. Moreover, all conference interpreting students are less affected by stress than the control group and seem to have more clearly developed learning preferences.

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