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ItemA correlational study of motivation and language anxiety for learning Chinese as a foreign language with Chinese academic achievement of Thai Grade 6 studentsThe purpose of this quantitative correlational study was to determine whether there was a significant relationship among Motivation and Language Anxiety with academic achievement for Learning Chinese as a Foreign Language of 164Grade 6students from a Thai government school in Trang, Thailand. The Motivation and Language Anxiety for Learning Chinese as a Foreign Language Questionnaire was used to collect data. The survey questionnaire was adapted from Gardner’s Attitude/Motivation Test Battery. Descriptive statistics (means, standard deviations) and multiple correlational analysis were used to analyze the data. The study findsings indicated a significantrelationship among the target variables -motivation and language anxiety for learning Chinese as a foreign language with Chinese academic achievement. Specifically, the research findings indicated that Grade 6students displayed a slightly low level of motivation and a slightly low level of language anxiety for learning Chinese as a foreign language. The research found that there was very weak relationship between Grade 6students’ motivation and their language anxiety for learning Chinese as a foreign language with Chinese academic achievement.
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ItemA correlational-comparative study of burmese high school students’ motivation and academic achievement in English as a foreign language classThe purpose of this quantitative study was to determine whether there was a significant relationship between motivation for learning English as a foreign language (EFL) and English academic achievement, and a significant difference in motivation for learning EFL, in terms of motivational intensity, desire to learn English, and attitudes toward learning English, between Grades 10 and 11 students at Mungmyit Sinli IDPs High School, Kachin State, Myanmar. A total of 225 students participated in this study. Motivation-related data were gathered through administering a survey questionnaire adapted from the international version of Gardner’s (2010) Attitude/Motivation Test Battery, while the English students’ monthly test scores were considered to measure participants’ English academic achievement. From the statistical analysis of the collected data, it was found that there was no significant relationship between Grade 10 students’ motivational intensity and desire to learn for learning EFL with their English academic achievement, while their attitudes toward learning English were found to have a significantly weak relationship with their English academic achievement. On the other hand, the results revealed that there was no significant relationship between Grade 11 students’ motivational intensity, desire to learn English and attitudes toward learning English with their English academic achievement. Besides, it was also found that there was a significant difference in motivational intensity between Grade 10 and Grade 11 students, while no significant difference was found in their desire to learn English and attitudes toward learning English. Based on these findings, recommendations for teachers, students, school administrators and future researchers are provided.
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ItemAn exploration of grit and research efficacy in graduate students( 2019) Poonpilas Asavisanu ; Watana VinitwatanakhunGrit, as a non-cognitive factor, has emerged as a concept of interest in relation to achievement in various groups such as employees, athletes, and students in both school and university. This research looks at grit and its relationship to research efficacy in graduate students. Two major objectives form the basis for this study. The first being to add to the knowledge base about grit and its relationship to demographic variables such as age, gender and academic achievement. The second objective of this study was to determine if there is a relationship between grit and research self-efficacy. This study involved 131 graduate students from Assumption University who were asked to respond to the Grit Scale and an adapted version of the SERM (Self-Efficacy in Research Measure). Statistical analysis was carried out to find correlations between grit and demographic variables such as gender and age and GPA. The findings from this study concluded that there was no significant difference in levels of grit for male and female graduate students. Grit was found to be positively correlated with age, while it was not found to be correlated with GPA. In relation to research self-efficacy, a linear multiple regression found a statistically significant relationship with grit and research efficacy: r (131) = .339, p > .01. The results of this study both confirm and refute some of the previous research done on grit in various populations. Nonetheless, there are implications for the use of grit in enhancing research self-efficacy, increasing graduate student research productivity and subsequently, the success of graduate programs.
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ItemThe relationship of motivation for learning and perceptual learning style preferences with academic achievement of Chineses Grade 8 students in English language classThis study’s objective was to determine if there is a significant relationship of motivation for learning and perceptual learning style preferences in English language class with academic achievement of Grade 8 students at a Junior Middle School, Xuanwei, Yunnan, China. A sample of 231 Grade 8 students at a Junior Middle School during the academic year of 2021 attended. In order to measure students' motivation levels and perceptual learning style preferences, two questionnaires were used. In order to determine the students' academic achievement in English learning, the final test score of English class from August of this academic year 2021 was taken as the instrument. After the data was collected, the research objectives and hypothesis were examined by means, standard deviations, frequency, percentage and multiple correlation coefficient. The findings showed that Grade 8 students had slightly high motivation for learning, and their most preferred perceptual learning style was auditory, followed by mixed, kinesthetic, group, tactile, individual and visual learning style. They had a good level of English achievement. There was a positive and significant relationship between the motivation for learning and perceptual learning style preferences with academic achievement in English language class of Grade 8 students at the Junior Middle school.