Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 603 - 616 |
| Number of pages | 14 |
| Journal | Higher Education Research and Development |
| Volume | 32 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2013 |
Cite this
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The relationships between the motivational beliefs, course experiences and achievement among postgraduate students in Pakistan. / Nausheen, Munaza; Richardson, Paul William.
In: Higher Education Research and Development, Vol. 32, No. 4, 2013, p. 603 - 616.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - The relationships between the motivational beliefs, course experiences and achievement among postgraduate students in Pakistan
AU - Nausheen, Munaza
AU - Richardson, Paul William
PY - 2013
Y1 - 2013
N2 - While there is considerable literature concerning the relationship between student motivation and achievement, few studies have examined the relationship between student motivation, course experiences and academic achievement at the postgraduate level. This paper is based on the ?ndings of the initial correlation analysis of the relationship between motivational beliefs and course experiences of 368 postgraduate students in ?ve different subject areas enrolled in day and afternoon classes at a highly-ranked public university in Pakistan. A questionnaire was developed using scales from the Motivated Strategies for Learning Questionnaire and the Course Experiences Questionnaire to measure the motivational beliefs and course experiences of students. Academic achievement was measured using the achievement score in the courses in which the data were collected. The results of the study indicated that students achievement scores were positively correlated with their self-ef?cacy for learning and negatively correlated with test anxiety, whereas the course-experience factor learning community was signi?cantly correlated with achievement scores. Signi?cant correlations were also found among almost all motivational beliefs and course experience factors.
AB - While there is considerable literature concerning the relationship between student motivation and achievement, few studies have examined the relationship between student motivation, course experiences and academic achievement at the postgraduate level. This paper is based on the ?ndings of the initial correlation analysis of the relationship between motivational beliefs and course experiences of 368 postgraduate students in ?ve different subject areas enrolled in day and afternoon classes at a highly-ranked public university in Pakistan. A questionnaire was developed using scales from the Motivated Strategies for Learning Questionnaire and the Course Experiences Questionnaire to measure the motivational beliefs and course experiences of students. Academic achievement was measured using the achievement score in the courses in which the data were collected. The results of the study indicated that students achievement scores were positively correlated with their self-ef?cacy for learning and negatively correlated with test anxiety, whereas the course-experience factor learning community was signi?cantly correlated with achievement scores. Signi?cant correlations were also found among almost all motivational beliefs and course experience factors.
UR - http://www.tandfonline.com/doi/pdf/10.1080/07294360.2012.709485
U2 - 10.1080/07294360.2012.709485
DO - 10.1080/07294360.2012.709485
M3 - Article
VL - 32
SP - 603
EP - 616
JO - Higher Education Research and Development
JF - Higher Education Research and Development
SN - 0729-4360
IS - 4
ER -