An Analyze of the Relationship Between Students’ Motivation, Self-efficacy, and Academic Resilience DOI Creative Commons
Gabriel Gorghiu, Elena-Ancuţa Santi, Costin Pribeanu

et al.

Educatia 21, Journal Year: 2024, Volume and Issue: 29, P. 77 - 84

Published: Dec. 30, 2024

Academic resilience represents a critical variable in educational success, reflecting students’ ability to adapt and thrive the face of academic challenges. Numerous studies have addressed issue resilience, as understanding mechanisms underlying essential for development effective interventions support students. is multifactorial construct, influenced by personal, social contextual factors, which needs complex approach. Being an competence entire life, environment provides fertile ground its development. The present research investigates extent perceived self-efficacy motivation - both intrinsic extrinsic impact resilience. study aims explore how those psychological constructs interact adaptive responses demanding environments. A structural equation model was developed tested on sample university findings reveal that has significant direct positive effect At same time, even seems influence negatively it resulted no results underscore importance fostering settings, offering psycho-pedagogical insights enhancing capacities.

Language: Английский

The Effect of Self-Efficacy on Academic Performance: The Mediating Role of Adaptation and Motivation in Seafaring Students DOI Creative Commons

Kumila Hanik,

Suwito Eko Pramono, Arief Yulianto

et al.

Journal of Ecohumanism, Journal Year: 2025, Volume and Issue: 4(1)

Published: Jan. 21, 2025

This study examined the mediating roles of academic adaptation and motivation in relationship between self-efficacy performance among seafaring students. A quantitative research design using Structural Equation Modeling (SEM) with a Partial Least Square (PLS) approach was employed to analyze data collected from 284 Polytechnic Bumi Akpelni, selected population 976 students across four maritime programs. Results revealed that while did not directly influence performance, it had significant indirect effect through adaptation. Academic strongly mediated whereas motivation, surprisingly, showed no effect. The findings highlight crucial role capabilities education, suggesting high primarily enhances by enabling better unique demands education. While this provides valuable insights for institutions developing student support programs, its cross-sectional nature single-institution focus suggest need longitudinal studies multiple understand these relationships over time.

Language: Английский

Citations

1
Academic performance, self-reported motivation, and affect in higher education: the role of basic psychological need satisfaction DOI Creative Commons
Mauricio González,

Paula Dibona,

Benjamín Soto-Flores

et al.

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: Feb. 14, 2025

Introduction Higher education is a milestone in students’ lives; however, it often comes with various challenges. In this context, Basic Psychological Needs Theory emerges as framework to understand series of significant factors that influence academic experiences, such motivation and affect. Although there are studies assess the association between basic psychological needs (BPN), motivation, affect performance separately, lack research integrating all these variables higher context. The first objective study was evaluate differences BPN satisfaction, positive negative affect, courses perceived most motivating those least motivating. second examine relationship studied variables. Methods This non-experimental cross-sectional included sample 148 students from Chile. Paired t-tests were performed compare levels courses, followed by structural equation modeling (SEM). Results Findings for reveal considered showed lower better performance. obtained through SEM show satisfaction has an indirect effect on performance, mediated self-reported motivation. addition, direct found. Discussion These results contribute understanding how influences university students, reinforce usefulness Self-determination (SDT) explaining motivational affective phenomena education.

Language: Английский

Citations

1
A Parallel Mediation Model of Career Adaptability, Career Self-Efficacy, and Future Career Choice Among University Students: The Role of Basic Psychological Needs Satisfaction and Mindfulness DOI Creative Commons
Girum Tareke Zewude, Anmut Endalkachew Bezie, Getachew Tassew Woreta

et al.

European Journal of Investigation in Health Psychology and Education, Journal Year: 2025, Volume and Issue: 15(4), P. 47 - 47

Published: March 26, 2025

This study aims to explore the importance of basic psychological needs satisfaction (BPNS) and mindfulness university students in their career adaptability (CA), self-efficacy (CSE), future choice (CC). The sample consisted 1026 undergraduate students, which 495 (48.2%) were female 531 (51.8%) male, from three public universities Amhara Region, Ethiopia. assessments, such as Career Decision-Making Self-Efficacy Scale-Short Form, Five Facet Mindfulness Questionnaire Short Adapt-Ability Form Scale, Basic Psychological Needs Satisfaction Choice scale instruments used. Findings a parallel mediation model showed that both CA CSE had direct positive effect on BPNS students. Additionally, this found substantial students’ CC. Importantly, we significantly indirectly predicted CC through mindfulness. In addition, also partially mediate relationship between CA, CSE, fully mediated These results support notion constructs (BPNS mindfulness) play crucial role explaining By enhancing mindfulness, institutions can empower make informed decisions about paths, ultimately nurturing personal professional growth.

Language: Английский

Citations

1
Metacognitive awareness of pharmacists at different stages of the educational continuum: a comparative study DOI Creative Commons
S. P. Zavadskiy,

Maria Materenchuk,

Susanna S. Sologova

et al.

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: March 26, 2025

Introduction This study investigates the metacognitive awareness of pharmacy students and pharmacists at various educational stages. Methods We compare indicators among 2nd 5th-year from Sechenov University Institute Pharmacy undergoing additional professional education Postgraduate Education. Metacognitive was assessed using Awareness Inventory, Evaluation Knowledge Activity, a self-reflection scale. Results Significant differences were found between students’ awareness, with showing higher levels knowledge. Pharmacists displayed than undergraduate students, observed in declarative procedural knowledge, error control, evaluation. Conclusion Cognitive regulatory develop throughout continuum, emphasizing need to cultivate reflexive qualities future pharmacists. Tailored approaches for improving abilities pharmaceutical specialists are essential. Further exploration motivational aspect is warranted.

Language: Английский

Citations

0
Exploring the effects of competitive and collaborative speaking activities in EFL students’ motivation and self-efficacy DOI

Stephanie Carolina Morocho Tipán,

Juanita Catalina Argudo-Serrano

Religación, Journal Year: 2025, Volume and Issue: 10(46), P. e2501452 - e2501452

Published: April 21, 2025

Competition and collaboration are widely used strategies in English as a Foreign Language (EFL) classes to increase meaningful learning students’ engagement. In this sense, study aimed examine the effects of competitive collaborative speaking activities on motivation self-efficacy EFL learners. For this, descriptive scope through systematic review has been made, with research from 2020 2025. Initially, 120 articles were found database searching. After applying inclusion exclusion criteria, 20 remained for study. The main findings that indicates notable differences responses between students engaged versus classroom, particularly regarding tasks. Results show settings, may experience heightened driven by desire outperform peers; however, can sometimes lead anxiety fear failure, which negatively impact some On contrary, participating often report higher levels intrinsic self-efficacy. conclusion, literature showed preference learning, giving it gives less than strategies, increasing their benefits.

Language: Английский

Citations

0
Exploring the Lived Experiences of Mapeh Teachers in Educating Learners with Special Educational Needs (LSEN): A Study of Challenges, Strategies, and Insights DOI Creative Commons

Joilyn Grace Dante,

Emy A. Morbo

Published: May 15, 2025

DepEd Order No. 26, s. 2013 promotes inclusive education by ensuring equitable access for all learners, including those with special needs. While MAPEH subjects are interactive and physical, they provide opportunities LSEN to engage, express themselves, develop essential skills. This study explores the lived experiences of (Music, Arts, Physical Education, Health) teachers in educating learners educational needs (LSEN) Kabacan National High School, Osias School Aringay Kabacan, North Cotabato. Using a qualitative-phenomenological transcendental research design, involved ten (10) randomly selected participants. Data was collected through semi-structured interviews analyzed using thematic analysis. The highlights challenges strategies teaching MAPEH. Teachers face difficulties managing diverse classrooms, handling emotional behavioral issues, overcoming communication barriers. must balance other students while challenges, especially movement-based activities like Education. use Differentiated Instruction (DI), Universal Design Learning (UDL), visual aids, assistive tools enhance engagement. They flexibility structure providing individualized support Zone Proximal Development (ZPD). Ongoing training, collaboration experts, resources crucial effective education. Strengthening these areas will instruction LSEN, more learning environment. It is recommended that schools should continuous resources, effectively manage implement strategies, LSEN.

Language: Английский

Citations

0
An Analyze of the Relationship Between Students’ Motivation, Self-efficacy, and Academic Resilience DOI Creative Commons
Gabriel Gorghiu, Elena-Ancuţa Santi, Costin Pribeanu

et al.

Educatia 21, Journal Year: 2024, Volume and Issue: 29, P. 77 - 84

Published: Dec. 30, 2024

Academic resilience represents a critical variable in educational success, reflecting students’ ability to adapt and thrive the face of academic challenges. Numerous studies have addressed issue resilience, as understanding mechanisms underlying essential for development effective interventions support students. is multifactorial construct, influenced by personal, social contextual factors, which needs complex approach. Being an competence entire life, environment provides fertile ground its development. The present research investigates extent perceived self-efficacy motivation - both intrinsic extrinsic impact resilience. study aims explore how those psychological constructs interact adaptive responses demanding environments. A structural equation model was developed tested on sample university findings reveal that has significant direct positive effect At same time, even seems influence negatively it resulted no results underscore importance fostering settings, offering psycho-pedagogical insights enhancing capacities.

Language: Английский

Citations

0