scholarly journals Comparison of the effectiveness of working memory and mindfulness training on educational well-being, academic self-regulation and academic achievement motivation of high school students

2019 ◽  
Vol 2 (2) ◽  
pp. 100-111
Author(s):  
Mehdi Bargamadi ◽  
Hossein Mahdian ◽  
Mohammad Yamini ◽  
◽  
◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Working Memory ◽  
High School Students ◽  
Achievement Motivation ◽  
Self Regulation ◽  
Well Being ◽  
Mindfulness Training ◽  
School Students ◽  
Academic Achievement Motivation

scholarly journals The Relationship of Mental Pressure with Optimism and Academic Achievement Motivation among Second Grade Male High School Students

2016 ◽  
Vol 9 (8) ◽  
pp. 127 ◽  
Author(s):  
Ali Sedigh Sarouni ◽  
Hossein Jenaabadi ◽  
Abdulwahab Pourghaz
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Regression Analysis ◽  
High School Students ◽  
Achievement Motivation ◽  
Second Grade ◽  
School Students ◽  
Male High School ◽  
Academic Achievement Motivation ◽  
Relationship Of

<p class="apa">The present study aimed to examine the relationship of mental pressure with optimism and academic achievement motivation among second grade second period male high school students. This study followed a descriptive-correlational method. The sample included 200 second grade second period male high school students in Sooran. Data collection tools in the current study were the Ursula Markham Mental Pressure Inventory (1976), the Tschannen-Moran et al. Optimism Scale (2013), and the Hermans Academic Achievement Motivation Questionnaire (1977). The obtained data was analyzed using both descriptive and inferential statistics (Pearson correlation coefficient and regression analysis) via SPSS software. The results indicated that mental pressure was significantly and negatively related to optimism (P&lt;0.01), such that with an increase in mental pressure, students’ optimism decreased. The results of regression analysis revealed that mental pressure predicted 5% of the variance in students’ optimism. Moreover, mental pressure was significantly and negatively related to students’ academic achievement motivation (P&lt;0.01), such that with an increase in mental pressure, students’ academic achievement motivation decreased. The results of regression analysis revealed that mental pressure predicted 4% of the variance in students’ academic achievement motivation.</p>

Psychological resources of high school students’ academic performance with different individual regulatory profiles

2020 ◽  
Author(s):  
I. N. Bondarenko ◽  
I. Yu. Tsyganov ◽  
L. N. Makushina
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Achievement Motivation ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Educational Process ◽  
Psychological Resources ◽  
School Students ◽  
Successful School

The study aims to explore the differential-regulatory predictors of academic performance in the graduating classes of high school. Conscious self-regulation is considered as a universal and exceptional resource for achieving educational goals in the final grades. In modern conditions of digitalization of the educational process and increasing information flows, the individuals’ ability to set goals and optimally achieve them, while maintaining curiosity, achievement motivation, and the desire to develop their personality, is of particular value. The main research question is: what regulatory, motivational, and personal characteristics of students with different regulatory profiles act as their psychological resources for successful school graduation? The study aims to investigate the contribution of regulatory, motivational, and personal characteristics to the annual assessment in mathematics and Russian in high school students with different profiles of conscious self-regulation. The following results were obtained from a sample of students in grades 9–11 (N = 355, average age M = 15.81 ± 0.926). Regression models of the contributions of regulatory, motivational, personal, and emotional-motivational indicators to the performance in mathematics and Russian were constructed for six selected individual typological groups of students. The results showed that only a high harmonious profile of self-regulation ensures that the student is “focused” on high academic achievements. Any conflict in the motivational or personal sphere distracts the resources of the graduate from educational activities. The process of self-regulation (Modeling) is suppressed in all groups as a result of preparation for exams. The regulatory profile and motivational and personal characteristics of students who risk not passing the examination tests without the intervention of teachers and psychologists are determined.

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