Junior and high school students In Bahir Dar administrative zone: a perceived academic competence,motivational orientations and academic achievement of self-determination approach
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Date
2004-06
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Addis Ababa Universty
Abstract
The major concern of this study was to examine relationships among students '
perceived academic competence, motivational orientations and academic
achievement; investigate whether the variables jointly influence and predict academic
achievement and to see grade and sex differences in students' perceived academic
competence, intrinsic, extrinsic and amotivation variables. A total of 750 participants
(398 males and 361 females) from grade 6, 8, and 10 were involved in the study. A
questionnaire was used to gather data about students' perceived academic
competence and motivational orientations. Students' first semester average academic
scores (academic achievement) were collected from rosters of respective schools
record offices. Correlation, multiple regression, and Two Way ANOVA were usedfor
analysis. Results obtained through correlation displayed that perceived academic
competence significantly correlated with academic performance at the three grade
levels. Self determined and motivational orientation also correlated significantly with
academic achievement at grade 10. Multiple regression analysis revealed that
perceived academic competence and amotivation had statistically direct effects in
predicting academic achievement respectively for the three grade levels. Extrinsic
motivation also had a direct negative predicting effect for grade 8 and 10 students.
The proportion of academic achievement variance accounted for by the independent
variables decreased as grade level increases. Analysis of ANOVA also indicated that
the grade main effect found to be statistically significant for perceived academic
competence intrinsic, extrinsic and amotivation variables. The sex and grade-sex
interaction were significant in perceived academic competence, intrinsic, extrinsic
and academic achievement variables.
Finally it was concluded that self determined students and students who have higher
perception of academic competence would score higher in academic achievement.
Implications are discussed and recommendations are also forwarded.
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Keywords
Education