THE EFFECTS OF MOTIVATIONAL LEVEL OF PROSPECTIVE TEACHERS ON THEIR ACADEMIC ACHIEVEMENT AND SELFESTEEM AT THE UNIVERSITY LEVEL

http://dx.doi.org/10.31703/gssr.2022(VII-I).41      10.31703/gssr.2022(VII-I).41      Published : Mar 1
Authored by : Rubina Nadeem , Muhammad Amir Hashmi

41 Pages : 446-454

References

  • Abootorabi, R. (2011). How I could improve academic motivation of my students in an industrial high school? Procedia - Social and Behavioral Sciences, 15, 571–575. https://doi.org/10.1016/j.sbspro.2011.03.143
  • Amrai, K., E. S. Motlagh, S. H. Azizi., & Parhon, H. (2011). The relationship between academic motivation and academic achievement students. Procedia Social and Behavioral Sciences, 15, 399–402. https://doi.org/10.1016/j.sbspro.2011.03.111
  • Aslan, C. (2010). The views of the graduate students in Turkish education programs on their academic self-efficacy. Journal of Faculty of Education, 10(19), 87-115.
  • Awang, Z. (2012). Structural equation modeling using AMOS graphic. Penerbit Universiti Teknologi MARA.
  • Bain, K. (2004). What the best college teachers do. Harvard University Press.
  • Cüceloglu, D. (2005). Human and its behavior - basic concepts of psychology. 14th Edn., Istanbul: Remzi Bookstore. Deci, E. L. and R. M. Ryan, 2000b. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. ttps://doi.org/10 .1006/ceps.1999.1020
  • Durdukoca, F. Åž. (2010). The evaluation of academic teachers' perceptions of academic self-efficacy from various variables. Journal of AbantÄ°zzetBaysal University, 10(1), 69-77.
  • Eymur, G. & Geban, Ö. (2011). Examining the relationship between the motivation andacademic achievement of Chemistry teacher candidates. Education and Science, 36(161): 246-255.
  • Francis, A., A., Goheer, R., Haver-Dieter, A. D., Kaplan, K., Kerstetter, A., Kirk, S., Liu, A. M. T., & Yeh, (2004). In Promoting academic achievement and motivation: A discussion & contemporary issues based approach. Thesis, University of Maryland.
  • Okutan, M. (2012). Classroom management. 11th Edn., Ankara: Pegem Academy.
  • Peklaj, C. & Levpušček, M. P. (2006). Student motivation and academic success in relation to the quality of individual and collaborative work during a course in educational psychology. Association of Teacher Education in Europe ATTE.
  • Pintrich, P. R. & S chunk, D. H. (2002). Motivation in education: Theory, research, and applications(2nded.).UpperSaddleRiver, NJ: MerrillPrentice-Hall.
  • Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667. https://doi.org/10.1037/0022-0663.95.4.667
  • Usher, E. L. & Pajares, F. (2006). Inviting confidence in school: Invitations as a critical source of the academic self-efficacy beliefs of entering middle school students. Journal of Invitational Theory and Practice, 12, 7-16.
  • UYULGAN, M. A., & AKKUZU, N. (2013). An Overview of Student Teachers’ Academic Intrinsic Motivation. Educational Sciences: Theory & Practice, 14(1). https://doi.org/10.12738/estp.2014.1.2013

References

  • Abootorabi, R. (2011). How I could improve academic motivation of my students in an industrial high school? Procedia - Social and Behavioral Sciences, 15, 571–575. https://doi.org/10.1016/j.sbspro.2011.03.143
  • Amrai, K., E. S. Motlagh, S. H. Azizi., & Parhon, H. (2011). The relationship between academic motivation and academic achievement students. Procedia Social and Behavioral Sciences, 15, 399–402. https://doi.org/10.1016/j.sbspro.2011.03.111
  • Aslan, C. (2010). The views of the graduate students in Turkish education programs on their academic self-efficacy. Journal of Faculty of Education, 10(19), 87-115.
  • Awang, Z. (2012). Structural equation modeling using AMOS graphic. Penerbit Universiti Teknologi MARA.
  • Bain, K. (2004). What the best college teachers do. Harvard University Press.
  • Cüceloglu, D. (2005). Human and its behavior - basic concepts of psychology. 14th Edn., Istanbul: Remzi Bookstore. Deci, E. L. and R. M. Ryan, 2000b. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. ttps://doi.org/10 .1006/ceps.1999.1020
  • Durdukoca, F. Åž. (2010). The evaluation of academic teachers' perceptions of academic self-efficacy from various variables. Journal of AbantÄ°zzetBaysal University, 10(1), 69-77.
  • Eymur, G. & Geban, Ö. (2011). Examining the relationship between the motivation andacademic achievement of Chemistry teacher candidates. Education and Science, 36(161): 246-255.
  • Francis, A., A., Goheer, R., Haver-Dieter, A. D., Kaplan, K., Kerstetter, A., Kirk, S., Liu, A. M. T., & Yeh, (2004). In Promoting academic achievement and motivation: A discussion & contemporary issues based approach. Thesis, University of Maryland.
  • Okutan, M. (2012). Classroom management. 11th Edn., Ankara: Pegem Academy.
  • Peklaj, C. & Levpušček, M. P. (2006). Student motivation and academic success in relation to the quality of individual and collaborative work during a course in educational psychology. Association of Teacher Education in Europe ATTE.
  • Pintrich, P. R. & S chunk, D. H. (2002). Motivation in education: Theory, research, and applications(2nded.).UpperSaddleRiver, NJ: MerrillPrentice-Hall.
  • Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667. https://doi.org/10.1037/0022-0663.95.4.667
  • Usher, E. L. & Pajares, F. (2006). Inviting confidence in school: Invitations as a critical source of the academic self-efficacy beliefs of entering middle school students. Journal of Invitational Theory and Practice, 12, 7-16.
  • UYULGAN, M. A., & AKKUZU, N. (2013). An Overview of Student Teachers’ Academic Intrinsic Motivation. Educational Sciences: Theory & Practice, 14(1). https://doi.org/10.12738/estp.2014.1.2013

Cite this article

APA

    APA : Nadeem, R., & Hashmi, M. A. (2022). The Effects of Motivational Level of Prospective Teachers on their Academic Achievement and Self-esteem at the University Level. Global Social Sciences Review, VII(I), 446-454. https://doi.org/10.31703/gssr.2022(VII-I).41

CHICAGO

    CHICAGO : Nadeem, Rubina, and Muhammad Amir Hashmi. 2022. "The Effects of Motivational Level of Prospective Teachers on their Academic Achievement and Self-esteem at the University Level." Global Social Sciences Review, VII (I): 446-454 doi: 10.31703/gssr.2022(VII-I).41

HARVARD

    HARVARD : NADEEM, R. & HASHMI, M. A. 2022. The Effects of Motivational Level of Prospective Teachers on their Academic Achievement and Self-esteem at the University Level. Global Social Sciences Review, VII, 446-454.

MHRA

    MHRA : Nadeem, Rubina, and Muhammad Amir Hashmi. 2022. "The Effects of Motivational Level of Prospective Teachers on their Academic Achievement and Self-esteem at the University Level." Global Social Sciences Review, VII: 446-454

MLA

    MLA : Nadeem, Rubina, and Muhammad Amir Hashmi. "The Effects of Motivational Level of Prospective Teachers on their Academic Achievement and Self-esteem at the University Level." Global Social Sciences Review, VII.I (2022): 446-454 Print.

OXFORD

    OXFORD : Nadeem, Rubina and Hashmi, Muhammad Amir (2022), "The Effects of Motivational Level of Prospective Teachers on their Academic Achievement and Self-esteem at the University Level", Global Social Sciences Review, VII (I), 446-454

TURABIAN

    TURABIAN : Nadeem, Rubina, and Muhammad Amir Hashmi. "The Effects of Motivational Level of Prospective Teachers on their Academic Achievement and Self-esteem at the University Level." Global Social Sciences Review VII, no. I (2022): 446-454. https://doi.org/10.31703/gssr.2022(VII-I).41