An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach
Education Journal
Volume 3, Issue 4, July 2014, Pages: 203-216
Received: Apr. 25, 2014; Accepted: May 22, 2014; Published: Jun. 10, 2014
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Huy P. Phan, School of Education, the University of New England, Armidale NSW 2351, AUSTRALIA
Bing H. Ngu, School of Education, the University of New England, Armidale NSW 2351, AUSTRALIA
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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.
Antecedents, Cognitive Processes, Achievement Outcome
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Huy P. Phan, Bing H. Ngu, An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach, Education Journal. Vol. 3, No. 4, 2014, pp. 203-216. doi: 10.11648/
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