Comparing of Academic Satisfaction and Academic Achievement in Different Profiles of Student’s Motivation: A Person-Centered Analysis
Subject Areas : Educational PsychologyMohammad Setayeshi Azharei 1 , Mitra Kiali 2
1 - Qom
2 - Qim
Keywords: Academic Achievement, Cluster analysis, Academic Satisfaction, Motivational Profiles,
Abstract :
Different factors such as motivation and self-esteem can affect the students learning activity. Therefore, educational research has shown that motivation is one of the essential factors for the improvement of student performances. Using a person-oriented approach, the present study aimed to determine the motivational profiles (clusters) of students and to compare their academic achievement and academic satisfaction considering these profiles. This study was conducted with a comparative-descriptive method. The participants were 237 middle school students eighth and ninth grade who completed the Achievement Goal Questionnaire and Academic Satisfaction Questionnaire. The criterion for academic achievement was students’ total average in the Last year. The methods of cluster analysis and MANOVA were used for data analysis using SPSS software. Cluster analysis revealed four motivational profiles for the students: 12/7% of the subjects were placed in the without motivation cluster, 35/2% were placed in the triple motivation cluster, 19/6% were placed in the mastery goal orientation- performance goal orientation, and 38% were placed in multiple motivation cluster. The academic achievement and academic satisfaction of without motivation cluster was lower than the other clusters (p<0.001). The findings of this study will help those involved in the field of education make effective attempts by planning helpful educational program, so promote the students’ learning motivations, during the academic years
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Vahedi, Sh., & Mohebbi, M. (2016), Psychometric futures of academic satisfaction scale, second conference of school psychology, may 23th [In Persian].
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Badri, R., & Beyrami, N. (2009). Goal achievement orientation of deaf students: a person-centered analysis, Journal of psychological university of Tabriz, 15(3), 1-22 [In Persian].
Badri, R., Mahdavi, A., & Zarabi, M. (2001). Motivational Profiles and academic burnout in students: a person-centered analysis, Journal of psychological achievement,4(2), 45-62[In Persian].
Badri, R., Moradi, S., & Hosseinpoor, H. (2011). Motivational Profiles of university students: Comparing of cognitive, emotional and social performance, Journal of Modern Psychological Studies, 6(21), 20-42 [In Persian].
Bari, R., Arianpoor, E., & Farid, A. (2009). Profiles of Students foal achievement orientation and preferring learning atmosphere. Journal of Pedagogy, 2(3), 143-162 [In Persian].
Baykal, U., Sokmen, S., Korkmaz, S., & Akgun, E. (2005). Determining student satisfaction in a nursing college. Nurse Education Today, 25(4), 255-262.
Carvalho, R. G. G. (2016). Gender differences in academic achievement: The mediating role of personality. Personality and Individual Differences, 94, 54-58.
Casanova, P. F., García-Linares, M. C., de la Torre, M. J., & de la Villa Carpi, M. (2005). Influence of Family and Socio-Demographic Variables on Students with Low Academic Achievement, Educational Psychology, 25 (4), 2005 423–43.
Chen, S. H., Main, A., Zhou, Q., Bunge, S. A., Lau, N., & Chu, K. (2015). Effortful control and early academic achievement of Chinese American children in immigrant families. Early Childhood Research Quarterly, 30, 45-56.
Cravener, P. A. (1997). Promoting active learning in large lecture classes. Nurse educator, 22(3), 21-26.
Daniels, L., Haynes, T., Stupnisky, R., Perry, R., Newall, N., & Pekrun, R. (2008). Individual differences in achievement goals: a longitudinal study of cognitive, emotional, and achievement outcomes, Contemporary Educational Psychology, 33. 584-608.
Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21.
Deci, E. L., & Ryan, R. M. (Eds). (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
Debicki, B., Kellermanns, F., Allison, B., Pearson. A., & Pearson, R. (2016). Beyond the Big Five: The mediating role of goal orientation in the relationship between core self-evaluations and academic, The International Journal of Management Education,14(2) 273-285.
El Ansari, W., & Oskrochi, R. (2004). What ‘really’ affects health professions students’ satisfaction with their educational experience? Implications for practice and research. Nurse Education Today, 24(8), 644-655.
Elliot, A., & McGregor, H. (2001). A 2*2 achievement goal framework, Journal of Personality and social Psychology, 30, 951-971.
Erdogan, Y., Bayram, S., & Deniz, L. (2008). Factors that Influence Academic Achievement and Attitudes in Web Based Education, International Journal of Instruction, 1(1), 31-48.
Ergul, H. (2004). Relationship between Student Characteristics and Academic Achievement in Distance Education and Application on Students of Anadolu University, Turkish Online, Journal of Distance Education, 5(2).
Faraji, N. (2014). Research methods. Tehran: Poran Pajohesh [In Persian].
Huang, C. (2016). Achievement goals and self-efficacy: A meta-analysis. Educational Research Review, 19, 119-137.
Lane, K. L., Barton-Arwood, S. M., Nelson, J. R., & Wehby, J. (2008). Academic performance of students with emotional and behavioral disorders served in a self-contained setting. Journal of Behavioral Education, 17(1), 43-62.
Machell, K. A., Blalock, D. V., Kashdan, T. B., & Yuen, M. (2016). Academic achievement at the cost of ambition: The mixed results of a supportive, interactive environment on socially anxious teenagers. Personality and Individual Differences, 89, 166-171.
Nesbitt, K. T., Baker-Ward, L., & Willoughby, M. T. (2013). Executive function mediates socio-economic and racial differences in early academic achievement. Early Childhood Research Quarterly, 28(4), 774-783.
Olatunde, P. (2009). Students Attitude towards Mathematics and Academic Achievement in Some Selected Secondary Schools in Southwestern Nigeria. European Journal of Scientific Research, 36(3): 336-341.
O'Sullivan, E. M. (2010). The demographic and academic profile of Irish dental school faculty members. Journal of the Irish Dental Association.
Pintrich, P. & Schunk, D. (2002). Motivation in education: theory, research, and applications. Tehran: Nashr Elmi [In Persian].
Premuzic, T., Furnham, A., Dissou, G., & Heaven, P. (2005). Personality and preference for academic assessment: A study with Australian University students. Learning andIndividual Difference,15, 247-256.
Ratelle, F., Guay, F., Vallerand, Larose, J., & Sene’cal, C. (2007). Autonomus, Controlled, and Amotivated Types of academic Motivation: A person-oriented Analysis, Journal of educational psychology, 99, 734-746.
Ray, B. D. (2010). Academic achievement and demographic traits of homeschool students: A nationwide study. Academic Leadership: The Online Journal, 8, 1-31.
Saif, A. (2012). Modern educational psychology, Tehran: Doran [In Persian].
Setayeshi Azhari, M. (2016), The structural relationship between early maladaptive schemas and academic achievement in students: the mediating role of the academic procrastination and perfectionism, MA. Thesis, University of Tabriz [In Persian].
Simões, C., Matos, M. G., Tomé, G., Ferreira, M., & Chaínho, H. (2010). School satisfaction and academic achievement: the effect of school and internal assets as moderators of this relation in adolescents with special needs. Procedia-Social and Behavioral Sciences, 9, 1177-1181.
Tuominen-Soini, H., Salela_Aro, K., & Niemivirta, M. (2008). Achievement goal orientation and subjective well-being: A person-centred analysis, Learning and Instruction, 18, 251-226.
Umbach, P. D., & Porter, S. R. (2002). How do academic departments impact student satisfaction? Understanding the contextual effects of departments. Research in Higher Education, 43(2), 209-234.
Vahedi, S., Esmaeelpoor, Kh., Zamanzade, V., & Ataeezade, A. (2012). The nursing students’ motivational profie and its relationship to their academic achievement: A person-oriented approach, Journal of Nursing Vision, 1(1),37-46 [In Persian].
Vahedi, Sh., & Mohebbi, M. (2016), Psychometric futures of academic satisfaction scale, second conference of school psychology, may 23th [In Persian].