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An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach

Received: 25 April 2014     Accepted: 22 May 2014     Published: 10 June 2014
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Abstract

The present study details a theoretical-conceptual model, scoping the interrelations between antecedents (academic buoyancy, emotional and physiological states, task value), cognitive processes (habitual action, critical reflection), and adaptive outcomes (academic engagement, academic achievement) in the context of educational psychology. 294 (151 men, 143 women) first-year university students participated in this study. Likert-scale inventories were administered to students and used to elicit relevant data; for example, we used the Academic Buoyancy Scale [1, 2], and the Task value subscale of the Motivated Strategies for Learning Questionnaire (MSLQ)[3]. Academic achievement was collated from students’ overall marks in the unit educational psychology. Structural equation modeling (SEM) analyses supported, in part, the conceptual model with some statistical significant paths. In general, on the basis of the findings yielded, there are significant implications for research development and educational practices.

Published in Education Journal (Volume 3, Issue 4)
DOI 10.11648/j.edu.20140304.11
Page(s) 203-216
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Antecedents, Cognitive Processes, Achievement Outcome

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  • APA Style

    Huy P. Phan, Bing H. Ngu. (2014). An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach. Education Journal, 3(4), 203-216. https://doi.org/10.11648/j.edu.20140304.11

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    Huy P. Phan; Bing H. Ngu. An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach. Educ. J. 2014, 3(4), 203-216. doi: 10.11648/j.edu.20140304.11

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    AMA Style

    Huy P. Phan, Bing H. Ngu. An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach. Educ J. 2014;3(4):203-216. doi: 10.11648/j.edu.20140304.11

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  • @article{10.11648/j.edu.20140304.11,
      author = {Huy P. Phan and Bing H. Ngu},
      title = {An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach},
      journal = {Education Journal},
      volume = {3},
      number = {4},
      pages = {203-216},
      doi = {10.11648/j.edu.20140304.11},
      url = {https://doi.org/10.11648/j.edu.20140304.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140304.11},
      abstract = {The present study details a theoretical-conceptual model, scoping the interrelations between antecedents (academic buoyancy, emotional and physiological states, task value), cognitive processes (habitual action, critical reflection), and adaptive outcomes (academic engagement, academic achievement) in the context of educational psychology. 294 (151 men, 143 women) first-year university students participated in this study. Likert-scale inventories were administered to students and used to elicit relevant data; for example, we used the Academic Buoyancy Scale [1, 2], and the Task value subscale of the Motivated Strategies for Learning Questionnaire (MSLQ)[3]. Academic achievement was collated from students’ overall marks in the unit educational psychology. Structural equation modeling (SEM) analyses supported, in part, the conceptual model with some statistical significant paths. In general, on the basis of the findings yielded, there are significant implications for research development and educational practices.},
     year = {2014}
    }
    

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    AB  - The present study details a theoretical-conceptual model, scoping the interrelations between antecedents (academic buoyancy, emotional and physiological states, task value), cognitive processes (habitual action, critical reflection), and adaptive outcomes (academic engagement, academic achievement) in the context of educational psychology. 294 (151 men, 143 women) first-year university students participated in this study. Likert-scale inventories were administered to students and used to elicit relevant data; for example, we used the Academic Buoyancy Scale [1, 2], and the Task value subscale of the Motivated Strategies for Learning Questionnaire (MSLQ)[3]. Academic achievement was collated from students’ overall marks in the unit educational psychology. Structural equation modeling (SEM) analyses supported, in part, the conceptual model with some statistical significant paths. In general, on the basis of the findings yielded, there are significant implications for research development and educational practices.
    VL  - 3
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Author Information
  • School of Education, the University of New England, Armidale NSW 2351, AUSTRALIA

  • School of Education, the University of New England, Armidale NSW 2351, AUSTRALIA

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