Influence of Motivation on Academic Performance of Students in Germany
DOI:
https://doi.org/10.53819/810181025018Abstract
Motivation builds determination to achieve something. Motivated learners put in their maximum effort for achieving high academic performance in school. Thus, the study sought to examine the influence of motivation on the academic performance of students in Germany. The research adopted the cross-sectional research design. The target population was 374 teachers and students. The study did a sampling of 193 respondents that were selected from the target population of 374. Questionnaires were used to collect the data. The analysis of the data was done using descriptive and inferential statistics. The study results indicated that motivation is positively and significantly related to academic performance (B=.243, p=0.017). The results implied that when motivation improves by one unit, the academic performance among the students in Germany will increase by 0.243 units while other factors that influence the academic performance are held constant. The research concluded that sub-factors such as self-efficacy, active learning approaches and success goals have positive and considerable relationships with academic performance among the learners. The research suggested that the motivation of the students’ needs to be fostered by teachers. The motivation of the students can maintain students' attention and behavior as well as provide with more energy to needed to lead tasks to completion. The study also recommended teachers need to encourage students, make learning fun, have one-on-one conversations and get parents involved in the students' learning process. It was also recommended that performing students be rewarded. The study further recommended that teachers need to give students as much control over their own education as possible and let them choose the topics that interest them in some cases.
Keywords: Motivation, Academic Performance, Students, Germany
References
Ahmadova, T. (2020). The Role of Motivation in Teaching and Learning Process. Journal of Education (42-2), 41-42.
Chetri, S. (2017). Achievement motivation of adolescents and its relationship with academic achievement. International Journal of Humanities and Social Science Invention, 3(6), 8-15.
Drwish, S. A. (2018). Instrumental and integrative motivation to learn English among students at Centre for Language and Pre-University Academic Development (CELPAD), International Islamic University Malaysia (IIUM) (Master's thesis, Kuala Lumpur: International Islamic University Malaysia, 2018).
Garcia, T., & Pintrich, P. R. (2018). Assessing students’ motivation and learning strategies in the classroom context: The Motivated Strategies for Learning Questionnaire. In Alternatives in assessment of achievements, learning processes and prior knowledge (pp. 319-339). Springer, Dordrecht. https://doi.org/10.1007/978-94-011-0657-3_12
Khalaila, R. (2019). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432-438. https://doi.org/10.1016/j.nedt.2014.11.001
Komarraju, M., Musulkin, S., & Bhattacharya, G. (2020). Role of student–faculty interactions in developing college students' academic self-concept, motivation, and achievement. Journal of college student development, 51(3), 332-342. https://doi.org/10.1353/csd.0.0137
Lepper, M. R. (2018). Motivational considerations in the study of instruction. Cognition and instruction, 5(4), 289-309. https://doi.org/10.1207/s1532690xci0504_3
Nauzeer, S., & Jaunky, V. C. (2019). Motivation and academic performance: A SEM approach. International Journal of Environmental and Science Education, 14(1), 41-60.
Noor, I. H. (2020). The Relationship between Intrinsic Motivation and Academic Performance among Non-Business Students Enrolling Entrepreneurship Course in Germany. Journal of Education, 4(2), 17-26
Norhasnida, Z. M., (2018). Learning support and academic achievement among Germany adolescents: The mediating role of student engagement. Learning Environments Research, 19(2), 221-240. https://doi.org/10.1007/s10984-015-9202-5
Patrinos, H. A., & Psacharopoulos, G. (2018). Family size, schooling and child labor in Peru–An empirical analysis. Journal of population economics, 10(4), 387-405. https://doi.org/10.1007/s001480050050
Peng, Y. (2020). Quality teachers and students' motivation: how to make students eager to learn in Germany. International Journal of Education 3(7), 17-31