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Theories Of Academic Achievement

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Framework of the Study Many students have been analyzing achievement motivation since the early 20th century and the most of them had defined it in a similar way. The word motivation has been derived from the “motivate” which means that our mind direct our behaviour towards goals. Individuals motivated are the expression of his/her goals or needs (Kumar, Poornima, Abraham and Jayashee, 2003). Therefore achievement motivation can be understood as a process of influencing a person to follow the desired course of action.Theconcept itself can be simply explained as the amount of effort and energy that person will expand to achieve the certain goal. It is like an inner force that leads a person to accomplish personal goals and objectives (Linder …show more content…

The students’ perception of the worth of academic achievement is related to the fear of failure, parental, and peer group pressure for achievement. Nenty (1988) noted that achievement motivation is a society related factor and has the highest relationship with, and is the most valid prediction of students’ academic performance. Weiner and Potepan (1990) in their study assessed test anxiety, achievement orientation, and intellectual achievement responsibility among college students. Bichler and Snowman (1993) mentioned two limitations of the achievement and attribution theories. The success of every individual depends on many factors but the most important factor that brings the great amount of achievement is associated with human capital (Kovach, …show more content…

McClelland, (1985): Morgan (1986) and Lovells’ (1982) studies revealed that academic performance of students is a function of achievement motivation, with students high in achievement motivation out-performing those with low achievement motivation. Academic Performance: A Function of Achievement Motivation Among Education Students of Cross River University of Technology, Calabar 69 RHEA, vol.4, 63-83 However, Rosen (1991) reported no significant relationship between academic achievement motivation and subjects’ academic performance. On social achievement motivation and academic performance, several studies showed that the students’ social ranking positively correlates with the students’ academic performance,. (Elkins, 1958): Crow and Crow, 1993: Ezewu, (1978) in Ethothi (2002). Social position in the class is significantly correlated with academic achievement, implying that a student who is liked by his course-mates performs better than those not liked (Ezewu, 1978). Also, Anold, Cooper and Robertson (1995) observed that a person’s behaviour is influenced most fundamentally by social interactions which can determine his sense of identity and belonging, and this can equally affect his performance in life activities including academics. Also, studies by McCandles and Evans, (1978); Winterbotton, (1953); Dovanand Adelson, (1958) in Ethothi (2002) have found family factors as a

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My mother, comparatively, did much better than my father in school. One of the reason’s she was a better student was because she had a lot of support from her friends. The friends that she hung out with were also family friends because my mother’s and their families enjoyed spending time together and were socially similarly structured. Her and her family lived in the same city since my mother was born, so she grew up with the same friends and attended the same school for years.

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Ascribed characteristics (like race, age, family composition, gender) decides the one’s class. For example, generally, high class family’s children have high social class. Family under female householders are poorer than male householders. Education, job opportunities, health, family life, political participation are influenced by social class. The people from lower class family face hard time staying in primary education, when people from high class family easily get

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Guise mentions, “Grades distort our perception of reality” (Guise 22). The pressure of grades and getting into college take away the purpose of school. The stress of grades affects student’s performance and their amount of interest. Taking away the pressure of grades and adding classes applicable to life increases interest in students and help them feel more prepared to go out into the real

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Introduction The purpose of this paper is to assess the performance of first-generation college students. With the number of first-generation college students enrolling in universities rising, these students often have a struggle to transition into a university life with the lack of knowledge that their parents could not provide for them. College is a huge step for many families because they are sending their children off to get a higher education; therefore, support and motivation were added to the studies. These two components will be mentioned in this essay because many studies have shown that they can affect a student’s ability to do well in school.

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The lack of support from family discourage a student from learning and lose interest in school. The article "Friend with Academic Benefits" explained how different networks can influence the student academic during the college year. Depend on the network of their chosen, the student will gain academic support or distraction throughout their college years. These type of social groups are important because they shape the student career and preparing them for a larger social

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The family is well educated which provides better education to the children (Guryan, Hurst & Kearney, 2008). Both parents style of parenting is very authoritative as both parents, especially Mrs. Yau displays a high degree of nurturance In the family, both parents are noted to be in high SES as they both are well respected doctors and have a respectable background in the family history. Studies showed that high SES families can afford their children services, toys and goods, family outings and social connections which could benefit to the child, whereas low SES families could have lack of access to similar resources (Bradley and Crowyn, 2002). A study by DeGarmo and colleagues (1999) also found that income, education and occupation were associated with better parenting, which positively affected school achievement with skill-building activities and behavior in school. This can explain how Alexander has good behavior in class.

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This is the connections the adolescent or their parents have socially, mainly composed of social networks the ‘who you know’ and the family’s reputation. ‘A reputation is what somebody makes of themselves really and basically if somebody gossips about them their reputation is down the drain’ (Green & Singleton, 2006). The amount of social capital can enhance the child’s social life as they interact with others outside of school. Class can affect the social capital as many parents cannot afford to have their children involved in extracurricular activities outside of school and this highlights the link between economic and social capital.

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Education is affected by social class; directly and indirectly. Looking at directly first we can see that individuals from higher social classes are more likely to have the resources to attend the elicit schools, and as a result have a better chance of receiving high exam results and continuing to third level. While indirectly, people who benefit from these higher educational opportunities are more likely to acquire the top jobs which in turn will result in the highest salaries. Thus education and social class closely connected and one impacts the other. This paper will explore how ones’ social class affects their educational experience and outcome particularly focusing on working-class students.

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introduction Motivation has been defined as some driving force within an individual by which they attempts to achieve some goal in order to fulfill some needs or expectations (Mullins, 1996). Beside Mullins, some scholar also define motivation as the psychological process that gives behavior purpose and direction (Kreitner, 1995) ; A predisposition to behave in a purposive manner to achieve specific unmet needs (Buford, Bedeian, and Linder, 1995); An internal drive to satisfy an unsatisfied need (Higgins, 1994); and the will to achieve (Bedeian, 1993); All those inner-striving conditions described as wishes, desires, drives, etc. (Donnelly, Gibson, and Ivancevich 1995); and the way urges, aspirations, drives and needs of human beings direct

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In fact, individual emotional and motivational aspects should be considered [17]. Motivation is defined as a desire to make an attempt in order to perform duties and responsibilities and to use individual skills [18]. Academic motivation refers to behaviors that lead to learning and improvement [19]. It includes the tendency to perform well and to spontaneously evaluate one's own performance. Experts have devided motivation into two main groups, namely intrinsic and extrinsic motivation.

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If a child grew up surrounded by a positive and encouraging home-life, it can be seen in their better test scores than children grew up in a negative environment. And of course a person’s access to school and educational materials while affect someone’s long-term intelligence (Genetic and Environmental Impacts,

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CHAPTER 2 • Cause/s of Failures Students get poor grades involve external factors, like the subject matter is too challenging that makes the students unable to follow in the discussion. The other reasons have to with poor attitudes, like not doing homework dillydallying, and skipping class. Lastly, there are reasons related to personal issues, such as test anxiety and concentrating problems. (Kurtus, 2012) • Student-related Factors • Not Ready for College Students aren’t prepared for post-secondary work and lack foundational skills that hinder to achieve passing grades.

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Differentiated instruction is a support or concept for effective teaching that involves showing students with different ways to learning. According to Bearne (1996). “ differentiated instruction corresponds to an innovative approach through which educators whatever their subject area, are able to bring modification to curricula, teaching methods, usage of educational sources and resources, learning events or activities as well as assessment and evaluation methods.” Differentiation in simple words means tailoring instruction to meet individuals needs that is student needs in the school context. Differentiated instruction is the way a teacher anticipates and responds to a variey of students need in class.

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Their study took into account a variety of factors that can diminish a student’s academic performance. An undergraduate study done by Neumann et

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Students are most essential asset for any educational institute. The social and economic development is directly linked with student academic performance. The students’ performance plays an important role in producing the best quality graduates who will become great leader and manpower for the country thus responsible for the country’s economic and social development. Student academic performance measurement has received considerable attention in previous research, it is challenging aspects of academic literature, and science student performance are affected due to social, psychological, economic, environmental and personal factors. These factors strongly influence on the student performance, but these factors vary from person to person (Irfan Mushtaq and Shabana Nawaz

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