The Development of Nonintellective Factors Scale in Primary and Middle School Students
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Based upon previous literature about nonintellective factors and expert investigation,the nonintellective factors scale in primary and middle school students was developed.Tested on about 2014 primary and middle school students,the nonintellective factors of primary and middle school students have been consisted of seven dimensions by exploratory factor and confirmatory factor analysis: achievement motivation,cognitive interest,learning passion, learning responsibility,learning willpower,success-intention and self-efficacy.The scal has better reliability and validity.Keywords:
Exploratory factor analysis
School teachers
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By using questionnaire,this study observes 410 junior middle school students' actual situation of their achievement motivation and school adjustment.The results show that firstly,there are significant differences between the grade about achievement motivation of junior middle school students,and that of the second-year junior middle school students is higher than other grades;secondly,there are significant differences between the grade about school adjustment of junior middle school students,and that of the second-year junior middle school students is higher;lastly,a significant correlation is found between achievement motivation and school adjustment of the junior middle school students.
Junior school
Middle level
School teachers
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In this article demonstrates a brief overview of works on the development of motivation to study at middle school students. When children study in an educational institution for parents and professionals working with them, it is important to create conditions for the aspiration of children to educational activities. The traditional teaching paradigm doesn’t always provide for techniques, methods and methods for the development of internal motivation to study, as a result of which external motivation to study develop widely. The problem of the development of motivation to study is relevant at any stage of education, however, in middle school, this issue is especially acute in connection with the age transition that most children are experiencing. In the process of training future specialists in the field of education, working in a competence-based approach, it becomes necessary to search for new forms and methods of developing motivation to study of middle school students. In the article the authors divorce the concepts of «cognitive motivation», «learning motivation», «motivation to study». The authors presented various classifications of types of motivation to study, clarified the age and psychological characteristics of the motivational sphere of middle school students. In the article highlights and describes the features of the process of developing motivation to study in middle school, and also considers two ways of developing motivation to study of students. The authors present the results of the analysis of the survey of future specialists in the field of education, dedicated to identifying problems in organizing the process of developing motivation to study of middle school students. The article presents the results of a study of the relationship between the found problems and the transition to distance learning.
Educational institution
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The period of the middle grades has seen numerous reforms to improve education for students in early adolescence. However, although several current reforms seek to overhaul middle schools, only a handful of studies have directly compared the effects of different configurations of grades. Our analysis uses district and student data from one of the few American urban districts that contain both middle schools and K–8 schools. We compare student outcomes in eighth grade, finding few differences by school type. Only self‐esteem and perceived threat differ by type of eighth‐grade school. We also show that students' self‐esteem benefits academic outcomes, a benefit that primarily accrues to students in middle schools.
Middle level
Preparatory school
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The present study was conducted as a preliminary analysis of a 3-year longitudinal Global COE student survey. A questionnaire survey was conducted with 397 junior high school students and 484 high school students. From the result of bivariate correlational analysis, it was indicated that some differences between junior high school students and high school students exist between the relational elements of the environment (parental involvement, family relationship, student-teacher relationship, classroom disorderliness) and outcome variables such as academic achievement and quality of life. Our study also discusses the implications for future analysis using longitudinal data.
Longitudinal Study
Statistical Analysis
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The present study reports about the academic achievement motivation differences among 9th standard students. A sample of 200 students comprised of 100 (50 males and 50 females) urban and 100 rural (50 males and 50 females) students selected randomly from the government schools of Hawalbagh block of district Almora of Uttarakhand. The Tools used in the study were Academic Achievement Motivation Test standardized by Sharma (2010) and a Personal Information Schedule constructed by the researcher. The results revealed significant differences among rural and urban students and general and other caste students. However, no significant differences were obtained in the male and female students in the level of academic achievement motivation.
Caste
Sample (material)
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