Trajectories from academic intrinsic motivation to need for cognition and educational attainment

2016 ◽  
Vol 110 (6) ◽  
pp. 642-652 ◽  
Author(s):  
Adele Eskeles Gottfried ◽  
Karen Nylund-Gibson ◽  
Allen W. Gottfried ◽  
Diane Morovati ◽  
Amber M. Gonzalez
Keyword(s):  
Educational Attainment ◽  
Intrinsic Motivation ◽  
Need For Cognition ◽  
Academic Intrinsic Motivation

scholarly journals The Academic Intrinsic Motivation and its Relationship with the Emotional Intelligence Level with a Sample of the Academic Overachievers and Underachievers of Najran University

2016 ◽  
Vol 6 (2) ◽  
pp. 119 ◽  
Author(s):  
Ibrahim Ragab Abbas Ibrahim ◽  
Weal Ameen AL-Ali
Keyword(s):  
Emotional Intelligence ◽  
Intrinsic Motivation ◽  
Significant Relationship ◽  
Female Students ◽  
Male And Female ◽  
First Semester ◽  
Academic Intrinsic Motivation ◽  
Study Population ◽  
The University ◽  
Academic Year

<p>The research tackled the academic intrinsic motivation and its relationship with the emotional intelligence with a sample of the academic overachievers and underachievers of Najran University. The study population consisted of the students of Najran University who are enrolled in the University academic year 2015/2016, during the first semester in the various colleges. The study sample consisted of (423) male and female students; and the study instruments included the emotional IQ which consisted of (54) items, and the academic intrinsic motivation questionnaire, which consisted of (36) items, to identify the overall emotional intelligence degree and the motivation with the students. The results showed that the academic intrinsic motivation and emotional intelligence degrees were high with the university students. Furthermore, the results showed a direct correlational, statistically significant relationship between the academic intrinsic motivation and the emotional intelligence; and there are statistically significant differences between the motivation and emotional intelligence among the academically outstanding and non-outstanding students.</p>

scholarly journals Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities

2018 ◽  
Vol 52 (2) ◽  
pp. 101-112 ◽  
Author(s):  
Johny R. Daniel ◽  
North Cooc
Keyword(s):  
Intellectual Disability ◽  
Intrinsic Motivation ◽  
Students With Disabilities ◽  
Academic Career ◽  
Academic Tasks ◽  
Teachers Perceptions ◽  
Academic Intrinsic Motivation ◽  
Pedagogical Competence ◽  
Nationally Representative ◽  
Disability Categories

Students who report high levels of intrinsic motivation (IM) perform better on academic tasks compared with students who report low levels of IM. However, there is a paucity of data on IM for several disability categories (e.g., intellectual disability). The focus of this study was to use a nationally representative sample of students with disabilities to understand whether teachers’ perceptions of students’ academic IM varied by disability categories. Correlation and regression models were used to determine factors that influenced teachers’ perceptions of academic IM for students with disabilities. Controlling for external factors, such as parental expectation of their child’s academic career and teachers’ pedagogical competence, attenuated gaps in teacher perception of student IM between students with intellectual disability and learning disability. Including student classroom collaboration variables such as frequency of participation in peer work and classroom discussion to the model reduced disparities in teacher-perceived academic IM between students with autism and learning disabilities.

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