RELATIONSHIP BETWEEN

MOTIVATION AND ACADEMIC

ACHIEVEMENT
EMAN SALEEM
ROLL NO 1460
ABSTRACT

• Main purpose of the study was to investigate the relationship between motivation, self-concept and
academic
• Achievement. In addition, late childhood school student’s differences between self-concept,
motivation and academic
• Achievement were investigated. The study utilized a quantitative conceptual study. The study found
that there were
• Significant correlations between self-concept, motivation and academic achievement of late childhood
school students.
• It was also found that female students are significantly more motivated than their male counterparts
INTRODUCTION

• Motivation is a reason to person action desire to need .

1. Motivation is also one's direction to
2. behaviour, or what causes a person to want
to repeat
3. behaviour. A motive is what prompts the
person to act in a
4. certain way,
According to Maehr and Meyer, “Motivation is a word that is part of
the popular culture as few other . Psychological concept

Types of theories and Models

• Content vs Process
• Natural vs Rational
Content vs. Process:
Based on whether the focus is on the
content ("what") motivates vs process ("how") motivation
takes place.
Natural vs. Rational:
Based on whether the underlying
theory of human cognition is based on natural forces
(drives, needs, desires) or some kind of rationality
(instrumentality, meaningfulness, and self-identity
IMPACT OF TEACHING STYLE ON STUDENT INTRINSIC
MOTIVATION

• may appear that the reason some late childhood school students are more
engaged and perform better in class activities relative to other late
childhood school students .
• However, current research suggests that motivation is not
• concrete or quantifiable; it is “dynamic, context sensitive,
• and changeable.” Thus, students have the flexibility
• to intrinsically motivate themselves to engage in an activity
• or learn something new even if they were not intrinsically
• motivated in the first place. While having this type of
• flexibility is important, research reveals that a teacher’s
• teaching style and the school environment also play a factor
• in late childhood school student’s motivation.
PHYSICAL ACTIVITY IN EDUCATION

• AIU states that regular

Exercise has impeccable effects on the brain. With
• consistent running routines, there are more complex
• connections between neurons, meaning the brain is able to
• access its brain cells more flexibly. By performing well
• physically, motivatn will be present in education because
• of how well the braain is performing
CONCLUSION

• In conclusion, it is not a matter whether a student is motivated, unmotivated, or more

motivated than other
• late childhood school students - it’s a matter of understanding what motivates students
before providing a
• certain type of feedback. Furthermore, it is also important to note that despite the
classroom environment and the
• teacher’s teaching style, the overall school environment plays a role in late childhood
school students’ intrinsic motivation.