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.
| Published in | Education Journal (Volume 3, Issue 4) |
| DOI | 10.11648/j.edu.20140304.11 |
| Page(s) | 203-216 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Antecedents, Cognitive Processes, Achievement Outcome
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APA Style
Huy P. Phan, Bing H. Ngu. (2014). An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach. Education Journal, 3(4), 203-216. https://doi.org/10.11648/j.edu.20140304.11
ACS Style
Huy P. Phan; Bing H. Ngu. An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach. Educ. J. 2014, 3(4), 203-216. doi: 10.11648/j.edu.20140304.11
AMA Style
Huy P. Phan, Bing H. Ngu. An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach. Educ J. 2014;3(4):203-216. doi: 10.11648/j.edu.20140304.11
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Download@article{10.11648/j.edu.20140304.11,
author = {Huy P. Phan and Bing H. Ngu},
title = {An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach},
journal = {Education Journal},
volume = {3},
number = {4},
pages = {203-216},
doi = {10.11648/j.edu.20140304.11},
url = {https://doi.org/10.11648/j.edu.20140304.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140304.11},
abstract = {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.},
year = {2014}
}
TY - JOUR T1 - An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach AU - Huy P. Phan AU - Bing H. Ngu Y1 - 2014/06/10 PY - 2014 N1 - https://doi.org/10.11648/j.edu.20140304.11 DO - 10.11648/j.edu.20140304.11 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 203 EP - 216 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20140304.11 AB - 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. VL - 3 IS - 4 ER -
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