The Relationship Between Motivation, Self- Efficacy and Academic Achievement
Bulacan State University
College of Social Sciences and Philosophy
City of Malolos, Bulacan
The Relationship between Motivation, Self- efficacy and Academic Achievement
Submitted by:
BS Psychology students 2B
Submitted to:
Ms. Josefina Ochoa
Department Head, CSSP
Introduction
The realm of education may be compared to that of space. We believe that we have an understanding of its fundamental properties, yet there are vast areas still to be explored. This is a qualitative study which has been designed to explore the properties that cause students to become motivated towards learning. According to Deci and Ryan (2000), motivation is greatly appreciated because of the consequences: motivation produces. With increased emphasis on educational standards and high stakes testing educators are for ways to reach every student. Therefore, motivation is preeminent concern of educators. According to Pintrich (2003) it is important that those educators involved in various types of educational reform be cognizant of the problems with students’ motivational concerns. Through research it is the intent of this study to investigate the question, “What motivates students to learn and therefore achieve?” The findings may lead to strategies which can be used to educate teachers about motivational instruction.
The importance of academic achievement to adult functioning and adjustment is evident. Children who fail to complete school work and homework are more likely to receive failing grades, be retained (Huffman, 2000), and experience difficulties in their peer relationships (Wentzel & Caldwell, 1997). This trajectory places them at greater risk for dropping out of school, later unemployment (Woodward & Fergusson, 2000), psychopathology (Velez, 1989), substance use (Kasen, 1998; Wichstrom,1998), teenage pregnancies (Feldman, 1990), and delinquent behavior (Yoshikawa, 1995). By virtue of its potential impact, academic achievement clearly warrants careful study.
College of Social Sciences and Philosophy
City of Malolos, Bulacan
The Relationship between Motivation, Self- efficacy and Academic Achievement
Submitted by:
BS Psychology students 2B
Submitted to:
Ms. Josefina Ochoa
Department Head, CSSP
Introduction
The realm of education may be compared to that of space. We believe that we have an understanding of its fundamental properties, yet there are vast areas still to be explored. This is a qualitative study which has been designed to explore the properties that cause students to become motivated towards learning. According to Deci and Ryan (2000), motivation is greatly appreciated because of the consequences: motivation produces. With increased emphasis on educational standards and high stakes testing educators are for ways to reach every student. Therefore, motivation is preeminent concern of educators. According to Pintrich (2003) it is important that those educators involved in various types of educational reform be cognizant of the problems with students’ motivational concerns. Through research it is the intent of this study to investigate the question, “What motivates students to learn and therefore achieve?” The findings may lead to strategies which can be used to educate teachers about motivational instruction.
The importance of academic achievement to adult functioning and adjustment is evident. Children who fail to complete school work and homework are more likely to receive failing grades, be retained (Huffman, 2000), and experience difficulties in their peer relationships (Wentzel & Caldwell, 1997). This trajectory places them at greater risk for dropping out of school, later unemployment (Woodward & Fergusson, 2000), psychopathology (Velez, 1989), substance use (Kasen, 1998; Wichstrom,1998), teenage pregnancies (Feldman, 1990), and delinquent behavior (Yoshikawa, 1995). By virtue of its potential impact, academic achievement clearly warrants careful study.