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INFLUENCE OF ACHIEVEMENT MOTIVATION AND PSYCHOLOGICAL ADJUSTMENT ON ACADEMIC ACHIEVEMENT: A CROSS-SECTIONAL STUDY OF SCHOOL STUDENTS
Corresponding Author(s) : V Vineeth Kumar
Humanities & Social Sciences Reviews,
Vol. 8 No. 1 (2020): January
Abstract
Purpose: The aim of the current research was to understand the role of achievement motivation and psychological adjustment on the academic performance of the school students.
Methodology: A cross-sectional research design was employed for the study. A sample of 283 urban adolescent school students participated in the study. The students were administered measures of achievement motivation and psychological adjustment. The total percentage of marks secured in the tenth standard was used as the measure of academic performance. Pearson’s correlation coefficient and multiple hierarchical regression analysis were performed to analyze the obtained data. SPSS version 21 was used for data analysis.
Main Findings: The results revealed a significant association of achievement motivation and educational adjustment with the academic performance of the students. However, there was no significant association between emotional and social adjustment with academic performance.
Applications: The observations shed light on how cultivating enhanced student engagement and nurturing aspirations both within and outside classrooms may enhance the academic achievement of school students. Thus, the findings can provide greater insight to teachers, psychologists, and educational institutions to better plan the academic environment around the students.
Novelty/Originality: The study gives a contemporary model to enhance the academic performance of students. Contrary to the popular perception, the results of the current study indicate no significant association of emotional and social adjustment with academic performance. However, educational adjustment and achievement motivation are associated with academic performance.
Keywords
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- Bastian, V. A., Burns, N. R., &Nettelbeck, T. (2005). Emotional intelligence predicts life skills, but not as well as personality and cognitive abilities. Personality and Individual Differences, 39, 1135-1145. https://doi.org/10.1016/j.paid.2005.04.006 DOI: https://doi.org/10.1016/j.paid.2005.04.006
- Blanch, A. &Aluja, A. (2013). A regression tree of the aptitudes, personality, and academic performance relationship. Personality and Individual Differences, 54, 703-708. https://doi.org/10.1016/j.paid.2012.11.032 DOI: https://doi.org/10.1016/j.paid.2012.11.032
- Broussard, S. C. & Garrison, M.E. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family Consumer Science Research Journal, 33(2), 106-120. https://doi.org/10.1177/1077727X04269573 DOI: https://doi.org/10.1177/1077727X04269573
- Chen, W.W. (2015). The relations between perceived parenting styles and academic achievement in Hong Kong: The mediating role of students’ goal orientations. Learning and Individual Differences, 37, 48-54. https://doi.org/10.1016/j.lindif.2014.11.021 DOI: https://doi.org/10.1016/j.lindif.2014.11.021
- Chen, X., Rubin, K, H., & Li, D. (1997) Relation between academic achievement and social adjustment: evidence from Chinese children. Developmental Psychology, 33, 518-525 https://doi.org/10.1037/0012-1649.33.3.518 DOI: https://doi.org/10.1037/0012-1649.33.3.518
- Cohen, A. D. (2006). The coming of age of research on test-taking strategies. Language Assessment Quarterly, 3, 307-331. https://doi.org/10.1080/15434300701333129 DOI: https://doi.org/10.1080/15434300701333129
- Cooper, H., Robinson, J. C., &Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76, 1-62. https://doi.org/10.3102/00346543076001001 DOI: https://doi.org/10.3102/00346543076001001
- Crystal, D. S., Chen, C., Fuligni, A. J., Stevenson, H. W., Hsu, C. C., Ko, H. J., Kitamura, S. & Kimura, S. (1994). Psychological maladjustment and academic achievement: A cross-cultural study of Japanese, Chinese, and American high school students. Child Development, 65, 738-753. https://doi.org/10.1111/j.1467-8624.1994.tb00780.x DOI: https://doi.org/10.1111/j.1467-8624.1994.tb00780.x
- Elliot, A. J., &Harackiewics, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70,461-475. https://doi.org/10.1037/0022-3514.70.3.461 DOI: https://doi.org/10.1037/0022-3514.70.3.461
- Farmer, T., Estell, D., Leung, M., Hollister, T., Bishop, J., & Cairns, B. (2003). Individual characteristics, early adolescent peer affiliations, and school dropout: an examination of aggressive and popular group types. Journal of School Psychology, 41, 217-232. https://doi.org/10.1016/S0022-4405(03)00046-3 DOI: https://doi.org/10.1016/S0022-4405(03)00046-3
- Furnham, A., & Chamorro-Premuzic, T. (2004). Personality and intelligence as predictors of statistics examination grades. Personality and Individual Differences, 37, 943-955. https://doi.org/10.1016/j.paid.2003.10.016 DOI: https://doi.org/10.1016/j.paid.2003.10.016
- Gorman, A. H., Kim, J., &Schimmelbusch, A. (2002). The attributes adolescents associate with peer popularity and teacher preference. Journal of School Psychology, 40, 143-165. https://doi.org/10.1016/S0022-4405(02)00092-4 DOI: https://doi.org/10.1016/S0022-4405(02)00092-4
- Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., Oliver, P. H., & Guerin, D. W. (2007). Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence. International Journal of Behavioral Development, 31, 317-327. https://doi.org/10.1177/0165025407077752 DOI: https://doi.org/10.1177/0165025407077752
- Headey, B. W. (2008). Life goals matter to happiness: A revision of the set-point theory. Social Indicators Research, 86, 213-231. https://doi.org/10.1007/s11205-007-9138-y DOI: https://doi.org/10.1007/s11205-007-9138-y
- Kobayashi, K. (2006). Combined effects of note-taking/reviewing on learning and the enhancement through interventions: A meta-analytic review. Educational Psychology, 26, 459-477. https://doi.org/10.1080/01443410500342070 DOI: https://doi.org/10.1080/01443410500342070
- Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of Personality and Social Psychology, 86(1), 148-161. https://doi.org/10.1037/0022-3514.86.1.148 DOI: https://doi.org/10.1037/0022-3514.86.1.148
- La Greca, A. M., Prinstein, M. J., & Fetter, M. D. (2001). Adolescent peer crowd affiliation: Linkages with health-risk behaviors and close friendships. Journal of Pediatric Psychology, 26, 131-143. https://doi.org/10.1093/jpepsy/26.3.131 DOI: https://doi.org/10.1093/jpepsy/26.3.131
- Liem, G. A. (2016). Academic and social achievement goals: Their addictive, interactive, and specialized effects on school functioning. British Journal of Educational Psychology, 86, 37-56. https://doi.org/10.1111/bjep.12085 DOI: https://doi.org/10.1111/bjep.12085
- Maassen, E. H., &Landsheer, J. A. (2000). Peer-perceived social competence and academic achievement of low-level educated young adolescents. Social Behavior and Personality, 28, 29-39. https://doi.org/10.2224/sbp.2000.28.1.29 DOI: https://doi.org/10.2224/sbp.2000.28.1.29
- Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503. https://doi.org/10.1146/annurev.psych.56.091103.070258 DOI: https://doi.org/10.1146/annurev.psych.56.091103.070258
- Nisbett, R.E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D.F., Turkheimer, E. (2012). Intelligence: New Findings and Theoretical Developments, American Psychologist, 67, 130-159. https://doi.org/10.1037/a0026699 DOI: https://doi.org/10.1037/a0026699
- PaloÅŸ, R., Munteanu, A., Costea, I. &Macsinga, I. (2011). Motivational and cognitive variables with an impact on academic performance Preliminary study. Procedia - Social and Behavioral Sciences, 15, 138-142. https://doi.org/10.1016/j.sbspro.2011.03.063 DOI: https://doi.org/10.1016/j.sbspro.2011.03.063
- Patrick, H., Hicks, L., & Ryan, A. M. (1997). Relations of perceived social efficacy and social goal pursuit to self-efficacy for academic work. The Journal of Early Adolescence, 17, 109-128. https://doi.org/10.1177/0272431697017002001 DOI: https://doi.org/10.1177/0272431697017002001
- Reynolds, A. L., &Weigand, M. J. (2010). The relationships among academic attitudes, psychological attitudes, and the first-semester academic achievement of first-year college students. Journal of Student Affairs Research and Practice, 47, 175-195. https://doi.org/10.2202/1949-6605.6004 DOI: https://doi.org/10.2202/1949-6605.6004
- Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., &Carlstorm, A. (2004). Do psychosocial and study skill factors predict college outcomes? A Meta-analysis. Psychological Bulletin, 130, 261-288. https://doi.org/10.1037/0033-2909.131.3.407 DOI: https://doi.org/10.1037/0033-2909.131.3.407
- Rosander, P., Backstrom, M. & Stenberg, G. (2011). Personality traits and general intelligence as predictors of academic performance: A structural equation modeling approach. Learning and Individual Differences, 21, 590-596. https://doi.org/10.1016/j.lindif.2011.04.004 DOI: https://doi.org/10.1016/j.lindif.2011.04.004
- Ryan, A. M., Patrick, H., & Shim, S. O. (2005). Differential profiles of students identified by their teacher as having avoidant, appropriate, or dependent help-seeking tendencies in the classroom. Journal of Educational Psychology, 97, 275-285. https://doi.org/10.1037/0022-0663.97.2.275 DOI: https://doi.org/10.1037/0022-0663.97.2.275
- Schwinger, M., Steinmayr, R., &Spinath, B. (2009). How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence.Learning and Individual Differences, 19, 621-627. https://doi.org/10.1016/j.lindif.2009.08.006 DOI: https://doi.org/10.1016/j.lindif.2009.08.006
- Seo, E., & Lee, Y.K. (2018) Does enjoying friendship help or impede academic achievement? Academic and social intrinsic value profiles predict academic achievement. Educational Psychology, 38, 159-175. https://doi.org/10.1080/01443410.2017.1392007 DOI: https://doi.org/10.1080/01443410.2017.1392007
- Shim, S. S., & Finch, W. H. (2014). Academic and social achievement goals and early adolescents’ adjustment: A latent class approach. Learning and Individual Differences, 30, 98-105. https://doi.org/10.1016/j.lindif.2013.10.015 DOI: https://doi.org/10.1016/j.lindif.2013.10.015
- Shin, J., Seo, E., & Hwang, H. (2016). The effects of social supports on changes in students’ perceived instrumentality of schoolwork for future goal attainment. Educational Psychology, 36, 1024-1043. https://doi.org/10.1080/01443410.2015.1072135 DOI: https://doi.org/10.1080/01443410.2015.1072135
- Spinath, B., Spinath, F. M., Harlaar, N., &Plomin, R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence, 34, 363-374. https://doi.org/10.1016/j.intell.2005.11.004 DOI: https://doi.org/10.1016/j.intell.2005.11.004
- Steinmayr, R., &Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19, 80-90. https://doi.org/10.1016/j.lindif.2008.05.004 DOI: https://doi.org/10.1016/j.lindif.2008.05.004
- UNICEF (2013).Adolescents in India: A desk review of existing evidence and behaviours, programmes and policies. New Delhi: Population Council & UNICEF.
- Vansteenkiste, M., Zhou, M., Lens, W., &Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97(3), 468-483. https://doi.org/10.1037/0022-0663.97.3.468 DOI: https://doi.org/10.1037/0022-0663.97.3.468
- Vedel, A., Thomsen, D.K. & Larsen, L. (2015). Personality, academic majors and performance: Revealing complex patterns. Personality and Individual Differences, 85, 69-76, https://doi.org/10.1016/j.paid.2015.04.030 DOI: https://doi.org/10.1016/j.paid.2015.04.030
- Verkuyten M., Thijs J.,&Canatan K. (2001). Achievement motivation and academicperformance among Turkish early and young adolescents in The Netherlands. Genetic Social and General Psychology Monographs, 127,378-408. PubMed PMID: 11942649.
- Wentzel, K. R. (2000). What is it that I’m trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology, 25, 105-115. https://doi.org/10.1006/ceps.1999.1021 DOI: https://doi.org/10.1006/ceps.1999.1021
- Wentzel, K. R., & Asher, S. R. (1995). The academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754-763. https://doi.org/10.2307/1131948 DOI: https://doi.org/10.2307/1131948
- White, C., & Fogarty, G. (2000). Educational implications of the values held by Australian students. Journal of College Student Retention: Research, Theory, and Practice, 2(3), 253-270. https://doi.org/10.2190/6QWX-E0XG-H77V-0UQF DOI: https://doi.org/10.2190/6QWX-E0XG-H77V-0UQF
- Wolters, C. A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 3, 281-299. https://doi.org/10.1016/S1041-6080(99)80004-1 DOI: https://doi.org/10.1016/S1041-6080(99)80004-1
References
Bastian, V. A., Burns, N. R., &Nettelbeck, T. (2005). Emotional intelligence predicts life skills, but not as well as personality and cognitive abilities. Personality and Individual Differences, 39, 1135-1145. https://doi.org/10.1016/j.paid.2005.04.006 DOI: https://doi.org/10.1016/j.paid.2005.04.006
Blanch, A. &Aluja, A. (2013). A regression tree of the aptitudes, personality, and academic performance relationship. Personality and Individual Differences, 54, 703-708. https://doi.org/10.1016/j.paid.2012.11.032 DOI: https://doi.org/10.1016/j.paid.2012.11.032
Broussard, S. C. & Garrison, M.E. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family Consumer Science Research Journal, 33(2), 106-120. https://doi.org/10.1177/1077727X04269573 DOI: https://doi.org/10.1177/1077727X04269573
Chen, W.W. (2015). The relations between perceived parenting styles and academic achievement in Hong Kong: The mediating role of students’ goal orientations. Learning and Individual Differences, 37, 48-54. https://doi.org/10.1016/j.lindif.2014.11.021 DOI: https://doi.org/10.1016/j.lindif.2014.11.021
Chen, X., Rubin, K, H., & Li, D. (1997) Relation between academic achievement and social adjustment: evidence from Chinese children. Developmental Psychology, 33, 518-525 https://doi.org/10.1037/0012-1649.33.3.518 DOI: https://doi.org/10.1037/0012-1649.33.3.518
Cohen, A. D. (2006). The coming of age of research on test-taking strategies. Language Assessment Quarterly, 3, 307-331. https://doi.org/10.1080/15434300701333129 DOI: https://doi.org/10.1080/15434300701333129
Cooper, H., Robinson, J. C., &Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76, 1-62. https://doi.org/10.3102/00346543076001001 DOI: https://doi.org/10.3102/00346543076001001
Crystal, D. S., Chen, C., Fuligni, A. J., Stevenson, H. W., Hsu, C. C., Ko, H. J., Kitamura, S. & Kimura, S. (1994). Psychological maladjustment and academic achievement: A cross-cultural study of Japanese, Chinese, and American high school students. Child Development, 65, 738-753. https://doi.org/10.1111/j.1467-8624.1994.tb00780.x DOI: https://doi.org/10.1111/j.1467-8624.1994.tb00780.x
Elliot, A. J., &Harackiewics, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70,461-475. https://doi.org/10.1037/0022-3514.70.3.461 DOI: https://doi.org/10.1037/0022-3514.70.3.461
Farmer, T., Estell, D., Leung, M., Hollister, T., Bishop, J., & Cairns, B. (2003). Individual characteristics, early adolescent peer affiliations, and school dropout: an examination of aggressive and popular group types. Journal of School Psychology, 41, 217-232. https://doi.org/10.1016/S0022-4405(03)00046-3 DOI: https://doi.org/10.1016/S0022-4405(03)00046-3
Furnham, A., & Chamorro-Premuzic, T. (2004). Personality and intelligence as predictors of statistics examination grades. Personality and Individual Differences, 37, 943-955. https://doi.org/10.1016/j.paid.2003.10.016 DOI: https://doi.org/10.1016/j.paid.2003.10.016
Gorman, A. H., Kim, J., &Schimmelbusch, A. (2002). The attributes adolescents associate with peer popularity and teacher preference. Journal of School Psychology, 40, 143-165. https://doi.org/10.1016/S0022-4405(02)00092-4 DOI: https://doi.org/10.1016/S0022-4405(02)00092-4
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., Oliver, P. H., & Guerin, D. W. (2007). Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence. International Journal of Behavioral Development, 31, 317-327. https://doi.org/10.1177/0165025407077752 DOI: https://doi.org/10.1177/0165025407077752
Headey, B. W. (2008). Life goals matter to happiness: A revision of the set-point theory. Social Indicators Research, 86, 213-231. https://doi.org/10.1007/s11205-007-9138-y DOI: https://doi.org/10.1007/s11205-007-9138-y
Kobayashi, K. (2006). Combined effects of note-taking/reviewing on learning and the enhancement through interventions: A meta-analytic review. Educational Psychology, 26, 459-477. https://doi.org/10.1080/01443410500342070 DOI: https://doi.org/10.1080/01443410500342070
Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of Personality and Social Psychology, 86(1), 148-161. https://doi.org/10.1037/0022-3514.86.1.148 DOI: https://doi.org/10.1037/0022-3514.86.1.148
La Greca, A. M., Prinstein, M. J., & Fetter, M. D. (2001). Adolescent peer crowd affiliation: Linkages with health-risk behaviors and close friendships. Journal of Pediatric Psychology, 26, 131-143. https://doi.org/10.1093/jpepsy/26.3.131 DOI: https://doi.org/10.1093/jpepsy/26.3.131
Liem, G. A. (2016). Academic and social achievement goals: Their addictive, interactive, and specialized effects on school functioning. British Journal of Educational Psychology, 86, 37-56. https://doi.org/10.1111/bjep.12085 DOI: https://doi.org/10.1111/bjep.12085
Maassen, E. H., &Landsheer, J. A. (2000). Peer-perceived social competence and academic achievement of low-level educated young adolescents. Social Behavior and Personality, 28, 29-39. https://doi.org/10.2224/sbp.2000.28.1.29 DOI: https://doi.org/10.2224/sbp.2000.28.1.29
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503. https://doi.org/10.1146/annurev.psych.56.091103.070258 DOI: https://doi.org/10.1146/annurev.psych.56.091103.070258
Nisbett, R.E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D.F., Turkheimer, E. (2012). Intelligence: New Findings and Theoretical Developments, American Psychologist, 67, 130-159. https://doi.org/10.1037/a0026699 DOI: https://doi.org/10.1037/a0026699
PaloÅŸ, R., Munteanu, A., Costea, I. &Macsinga, I. (2011). Motivational and cognitive variables with an impact on academic performance Preliminary study. Procedia - Social and Behavioral Sciences, 15, 138-142. https://doi.org/10.1016/j.sbspro.2011.03.063 DOI: https://doi.org/10.1016/j.sbspro.2011.03.063
Patrick, H., Hicks, L., & Ryan, A. M. (1997). Relations of perceived social efficacy and social goal pursuit to self-efficacy for academic work. The Journal of Early Adolescence, 17, 109-128. https://doi.org/10.1177/0272431697017002001 DOI: https://doi.org/10.1177/0272431697017002001
Reynolds, A. L., &Weigand, M. J. (2010). The relationships among academic attitudes, psychological attitudes, and the first-semester academic achievement of first-year college students. Journal of Student Affairs Research and Practice, 47, 175-195. https://doi.org/10.2202/1949-6605.6004 DOI: https://doi.org/10.2202/1949-6605.6004
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., &Carlstorm, A. (2004). Do psychosocial and study skill factors predict college outcomes? A Meta-analysis. Psychological Bulletin, 130, 261-288. https://doi.org/10.1037/0033-2909.131.3.407 DOI: https://doi.org/10.1037/0033-2909.131.3.407
Rosander, P., Backstrom, M. & Stenberg, G. (2011). Personality traits and general intelligence as predictors of academic performance: A structural equation modeling approach. Learning and Individual Differences, 21, 590-596. https://doi.org/10.1016/j.lindif.2011.04.004 DOI: https://doi.org/10.1016/j.lindif.2011.04.004
Ryan, A. M., Patrick, H., & Shim, S. O. (2005). Differential profiles of students identified by their teacher as having avoidant, appropriate, or dependent help-seeking tendencies in the classroom. Journal of Educational Psychology, 97, 275-285. https://doi.org/10.1037/0022-0663.97.2.275 DOI: https://doi.org/10.1037/0022-0663.97.2.275
Schwinger, M., Steinmayr, R., &Spinath, B. (2009). How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence.Learning and Individual Differences, 19, 621-627. https://doi.org/10.1016/j.lindif.2009.08.006 DOI: https://doi.org/10.1016/j.lindif.2009.08.006
Seo, E., & Lee, Y.K. (2018) Does enjoying friendship help or impede academic achievement? Academic and social intrinsic value profiles predict academic achievement. Educational Psychology, 38, 159-175. https://doi.org/10.1080/01443410.2017.1392007 DOI: https://doi.org/10.1080/01443410.2017.1392007
Shim, S. S., & Finch, W. H. (2014). Academic and social achievement goals and early adolescents’ adjustment: A latent class approach. Learning and Individual Differences, 30, 98-105. https://doi.org/10.1016/j.lindif.2013.10.015 DOI: https://doi.org/10.1016/j.lindif.2013.10.015
Shin, J., Seo, E., & Hwang, H. (2016). The effects of social supports on changes in students’ perceived instrumentality of schoolwork for future goal attainment. Educational Psychology, 36, 1024-1043. https://doi.org/10.1080/01443410.2015.1072135 DOI: https://doi.org/10.1080/01443410.2015.1072135
Spinath, B., Spinath, F. M., Harlaar, N., &Plomin, R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence, 34, 363-374. https://doi.org/10.1016/j.intell.2005.11.004 DOI: https://doi.org/10.1016/j.intell.2005.11.004
Steinmayr, R., &Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19, 80-90. https://doi.org/10.1016/j.lindif.2008.05.004 DOI: https://doi.org/10.1016/j.lindif.2008.05.004
UNICEF (2013).Adolescents in India: A desk review of existing evidence and behaviours, programmes and policies. New Delhi: Population Council & UNICEF.
Vansteenkiste, M., Zhou, M., Lens, W., &Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97(3), 468-483. https://doi.org/10.1037/0022-0663.97.3.468 DOI: https://doi.org/10.1037/0022-0663.97.3.468
Vedel, A., Thomsen, D.K. & Larsen, L. (2015). Personality, academic majors and performance: Revealing complex patterns. Personality and Individual Differences, 85, 69-76, https://doi.org/10.1016/j.paid.2015.04.030 DOI: https://doi.org/10.1016/j.paid.2015.04.030
Verkuyten M., Thijs J.,&Canatan K. (2001). Achievement motivation and academicperformance among Turkish early and young adolescents in The Netherlands. Genetic Social and General Psychology Monographs, 127,378-408. PubMed PMID: 11942649.
Wentzel, K. R. (2000). What is it that I’m trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology, 25, 105-115. https://doi.org/10.1006/ceps.1999.1021 DOI: https://doi.org/10.1006/ceps.1999.1021
Wentzel, K. R., & Asher, S. R. (1995). The academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754-763. https://doi.org/10.2307/1131948 DOI: https://doi.org/10.2307/1131948
White, C., & Fogarty, G. (2000). Educational implications of the values held by Australian students. Journal of College Student Retention: Research, Theory, and Practice, 2(3), 253-270. https://doi.org/10.2190/6QWX-E0XG-H77V-0UQF DOI: https://doi.org/10.2190/6QWX-E0XG-H77V-0UQF
Wolters, C. A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 3, 281-299. https://doi.org/10.1016/S1041-6080(99)80004-1 DOI: https://doi.org/10.1016/S1041-6080(99)80004-1