ARTICLE

IMPACT OF ACADEMIC ACHIEVEMENT ORIENTATION IN THE CONTEXT OF PRIVATE AND PUBLIC SECTOR UNIVERSITY STUDENTS

64 Pages : 642-650

http://dx.doi.org/10.31703/gssr.2020(V-I).64      10.31703/gssr.2020(V-I).64      Published : Mar 2020

Impact of Academic Achievement Orientation in the Context of Private and Public Sector University Students

    The problem of the study was to explore the impact of academic achievement orientation in the context of private and public sector university students; it further aimed to investigate the impact of demographic variations such as gender, age, semester, birth order, number of siblings, discipline and family income in determining the level of academic achievement orientation of private and public sector university students. The achievement orientation attitude scale developed by Ansari was used to measure achievement orientations, which was consisted of 10 items. Data was collected through a stratified random sampling technique. Data were analyzed with various statistics, which provided an insight that students differ in terms of academic achievement orientations. Results revealed that students of public sector universities have higher academic achievement orientations. It is also recommended that at the university level, students may also learn self-management and ought to work hard in order to achieve their academic goals without an external push.

    (1) Wajiha Kanwal
    Chairperson/ HOD/ Assistant Professor, Department of Education, University of Wah, Punjab, Pakistan.
    (2) Tahir Aziz
    PhD Scholar, Department of Education, University of Wah, Punjab, Pakistan.
    (3) Saqib Shahzad
    Associate Professor, Department of Education, Abdul Wali khan University Mardan, KP, Pakistan.
  • Ansari, K., & Aftab, S. (2007). A Study of the Relationship between Parenting Styles, Academic Motivation & Academic Performance.Pakistan Journal of Psychology, 11-25.
  • Ansari, Z. A. (1969). Development of an abbreviated Urdu version of Moghnis Test of Achievement-Oriented Attitude & its relationship with Academic Achievement .ATDO Motivation Project,Department of Psychology, University of Peshawar,Pakistan.
  • Lefcourt, H. M. (2000). Locus of control. In Kazdin, A.E. (Ed).54, 321-366. Encyclopedia of Psychology, Vol. 5. American psychological Association: Oxford University press.
  • Maqbool, E. (2002). Relationship between self-esteem and achievement among reading and nonreading disables school children. Unpublished Doctoral Thesis, Karachi University, Karachi.54, 665-787.
  • Marsh, H. W., & Ayaotte, V. (2003). Do Multiple Dimensions of Self-esteem: Preadolescence to early childhood. Journal of Educational Research, 27, 89-118.
  • Maslow, A. H., (2004). A theory human Motivation, Psychological Review 50, (4) (1943):370-9 (vol. 8) Oxford: Pergamum press.20,
  • May, R., & Yalom, I. (2000). Existential therapy. In R.J. Corsini & D. wedding (Eds.), current psychotherapies (6th ed). It asca, 1L: F.E. Peacock.21, 321-334.
  • Minke, K. M. E., Bear, G. G. (Eds.). (2000). Preventing school problems, promoting school Monthly Bulletin statistics April 2004 Vol. 52, 4 GOP statistics division, Federal bureau statistics.21, 443-544.
  • Mruk, C. J. (2006). Self Esteem Research, Theory, and Practice, Toward a Positive Psychology selfesteem, (3rd ed) Springer Publishing Company. New York.43, 332-344.
  • Myers, D. G. (2004). Psychology, New York: Worth Publishers.45, 332-354.
  • Naushaba, A. C. (2006). A Study Differential Self- Concept Development Adults, unpublished Doctoral Dissertation, Education Department, National University Modern Languages. 55- 89.
  • Papalia, D. E, Olds, S. W., & Feldman, R. D. (2004). Human Development (9th ed) Mc Gram Hill.49,221-243.
  • Schutz, D. P., & Schutz, S. E. (2005). Theories of personality (Eight addition) Wadsworth: Thomson. ISSBN: 0-534-62403-2.
  • Shiraev, E., & Levy, D. (2004). Cross cultural psychology: Critical thinking and contemporary applications. (second edition) Boston: Pearson, ISBN 0-205-38612-1.

Cite this article

    APA : Kanwal, W., Aziz, T., & Shahzad, S. (2020). Impact of Academic Achievement Orientation in the Context of Private and Public Sector University Students. Global Social Sciences Review, V(I), 642-650. https://doi.org/10.31703/gssr.2020(V-I).64
    CHICAGO : Kanwal, Wajiha, Tahir Aziz, and Saqib Shahzad. 2020. "Impact of Academic Achievement Orientation in the Context of Private and Public Sector University Students." Global Social Sciences Review, V (I): 642-650 doi: 10.31703/gssr.2020(V-I).64
    HARVARD : KANWAL, W., AZIZ, T. & SHAHZAD, S. 2020. Impact of Academic Achievement Orientation in the Context of Private and Public Sector University Students. Global Social Sciences Review, V, 642-650.
    MHRA : Kanwal, Wajiha, Tahir Aziz, and Saqib Shahzad. 2020. "Impact of Academic Achievement Orientation in the Context of Private and Public Sector University Students." Global Social Sciences Review, V: 642-650
    MLA : Kanwal, Wajiha, Tahir Aziz, and Saqib Shahzad. "Impact of Academic Achievement Orientation in the Context of Private and Public Sector University Students." Global Social Sciences Review, V.I (2020): 642-650 Print.
    OXFORD : Kanwal, Wajiha, Aziz, Tahir, and Shahzad, Saqib (2020), "Impact of Academic Achievement Orientation in the Context of Private and Public Sector University Students", Global Social Sciences Review, V (I), 642-650
    TURABIAN : Kanwal, Wajiha, Tahir Aziz, and Saqib Shahzad. "Impact of Academic Achievement Orientation in the Context of Private and Public Sector University Students." Global Social Sciences Review V, no. I (2020): 642-650. https://doi.org/10.31703/gssr.2020(V-I).64