Literaturnachweis - Detailanzeige
| Autor/inn/en | Chepkirui, Joyce; Huang, Weihai |
|---|---|
| Titel | A Path Analysis Model Examining Self-Concept and Motivation Pertinent to Undergraduate Academic Performance: A Case of Kenyan Public Universities |
| Quelle | In: Educational Research and Reviews, 16 (2021) 3, S.64-71 (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1990-3839 |
| Schlagwörter | Self Concept; Academic Achievement; Performance Factors; Student Motivation; College Seniors; Public Colleges; Undergraduate Study; Student Characteristics; Institutional Characteristics; Correlation; Foreign Countries; Kenya |
| Abstract | The academic performance of undergraduates is as a result of several factors involving student- and school-level characteristics. Understanding the effect of these factors is beneficial to both students and the entire institution. The current study examines the relationship between the independent variable (self-concept) and dependent variable (student academic performance) through a proposed mediator (motivation). Correlation design, multiple regression and mediation analysis were employed as the procedures of analyzing our data. The study sample comprises 365 final-year students drawn from arts and science faculties in selected universities based in Kenya. Correlation output revealed that academic performance positively correlated with motivation (r=0.333, P<0.01). Further composite regression analysis revealed a significant influence of motivation ([beta] = 0.97, P<0.001) on academic performance. Mediation analysis identified indirect-only mediation (a × b= 0.049, P < 0.01). Both Sobel z-test and bootstrap results indicated a significant indirect effect a × b while the direct effect C is not significant, thus signaling the presence of indirect-only mediation. Generally, motivation has a mediating role ([beta] = 0.311, r = 0.333) in relation to self-confidence and academic performance. These results imply that students' levels of motivation and self-concept are vital to enhance academic performance. (As Provided). |
| Anmerkungen | Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
