Impact of Grade Sensitivity on Learning Motivation and Academic Performance
The objective of this study was to check the impact of grade sensitivity on learning motivation and academic performance of students and to remove the degree of difference that exists among students regarding the cause of their learning motivation and also to gain knowledge about this matter since it has not been adequately researched. Data collection was primarily done through the academic sector of Pakistan and was depended upon the responses given by students solely. A sample size of 208 university students was selected. Both paper and online surveys were used to collect data from respondents. The results of the study revealed that grade sensitivity has a positive relationship with the learning motivation of students and their academic performance. These findings were carried out through systematic correlation and regression analysis.
[1] Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, 12, 1.
[2] Kyndt, E., Dochy, F., Struyven, K., & Cascallar, E. (2011). The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity. Higher Education Research & Development, 30(2), 135-150.
[3] Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational psychology, 84(3), 261.
[4] Ferla, J., Valcke, M., & Schuyten, G. (2010). Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance. European Journal of Psychology of Education, 25(4), 519-536.
[5] Sung, H. S., Kim, E., & Kim, Y. S. (2009). Relationships of the Self-regulated Learning Strategies used in Both Science and English Classes and Motivation to Academic Performance by Science-gifted High School Students. Journal of Gifted/Talented Education, 19(1), 95-117.
[6] Mirzaian, B., Hassanzadeh, R., & Shirdel, K. (2012). The Relation between Self-Regulation Learning Strategies and Achievement Motivation with Academic Performance among High School Students in Sari.
[7] Javdan, M., Samavi, S. A., Sezide, K., & Qasmi, N. (2014). The Pattern of Structural Relationships between Perceptions of Constructivist Learning Environment, Academic Self-efficacy, Intrinsic Motivation and Academic Performance.
[8] Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of educational psychology, 80(3), 260.
[9] Ning, H. K., & Downing, K. (2012). Influence of student learning experience on academic performance: the mediator and moderator effects of self-regulation and motivation. British Educational Research Journal, 38(2), 219-237.
[10] Griffin, R., MacKewn, A., Moser, E., & VanVuren, K. W. (2013). Learning skills and motivation: Correlates to superior academic performance. Business Education & Accreditation, 5(1), 53-65.
[11] Remali, A. M., Ghazali, M. A., Kamaruddin, M. K., & Kee, T. Y. (2013). Understanding academic performance based on demographic factors, motivation factors and learning styles. International Journal of Asian Social Science, 3(9), 1938-1951.
[12] Brackney, B. E., & Karabenick, S. A. (1995). Psychopathology and academic performance: The role of motivation and learning strategies. Journal of Counseling Psychology, 42(4), 456.
[13] Rask, K., & Tiefenthaler, J. (2008). The role of grade sensitivity in explaining the gender imbalance in undergraduate economics. Economics of Education Review, 27(6), 676-687.
[14] Gray, J. A. (1970). The psychophysiological basis of introversion-extraversion. Behaviour research and therapy, 8(3), 249-266.
[15] Gray, J. A. (1987). The psychology of fear and stress (Vol. 5). CUP Archive.
[16] Gray, J. A. (1991). Neural systems, emotion and personality. Neurobiology of learning, emotion, and affect, 4, 273-396.
[17] Gray, J. A., van Goozen, S. H. M., Van de Poll, N. E., & Sergeant, J. A. (1994). Framework for a taxonomy of psychiatric disorder. Emotions: Essays on emotion theory, 29-59.
[18] Corr, P. J. (2002). JA Gray's reinforcement sensitivity theory: Tests of the joint subsystems hypothesis of anxiety and impulsivity. Personality and individual differences, 33(4), 511-532.
[19] Scott‐Parker, B., Watson, B., King, M. J., & Hyde, M. K. (2012). The influence of sensitivity to reward and punishment, propensity for sensation seeking, depression, and anxiety on the risky behaviour of novice drivers: a path model. British journal of psychology, 103(2), 248-267.
[20] Carver, C. S. (2009). Threat sensitivity, incentive sensitivity, and the experience of relief. Journal of personality, 77(1), 125-138.
[21] Cabrera, C. M., & Miller, D. I. The value of grades in graduate school.
[22] Shim, S., & Ryan, A. (2005). Changes in self-efficacy, challenge avoidance, and intrinsic value in response to grades: The role of achievement goals. The Journal of Experimental Education, 73(4), 333-349.
[23] Pilcher, J. K. (1994). The value-driven meaning of grades. Educational Assessment, 2(1), 69-88.
[24] Muhammad, A. S., Bakar, N. A., Mijinyawa, S. I., & Halabi, K. A. Impact of motivation on students’ academic performance: A case study of University Sultan Zainal Abidin students.
[25] Lawler III, E. E. (1973). Motivation in work organizations.
[26] Yang, K., Denhardt, R. B., Denhardt, J. V., & Aristigueta, M. P. (2002). Managing Human Behavior in Public and Nonprofit Organizations.
[27] Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological bulletin, 125(6), 627.
[28] Emmanuel, A. O., Adom, E. A., Josephine, B., & Solomon, F. K. (2014). Achievement motivation, academic self-concept and academic achievement among high school students. European Journal of Research and Reflection in Educational Sciences Vol, 2(2).
[29] Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational psychologist, 26(3-4), 325-346.
[1] Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, 12, 1.
[2] Kyndt, E., Dochy, F., Struyven, K., & Cascallar, E. (2011). The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity. Higher Education Research & Development, 30(2), 135-150.
[3] Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational psychology, 84(3), 261.
[4] Ferla, J., Valcke, M., & Schuyten, G. (2010). Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance. European Journal of Psychology of Education, 25(4), 519-536.
[5] Sung, H. S., Kim, E., & Kim, Y. S. (2009). Relationships of the Self-regulated Learning Strategies used in Both Science and English Classes and Motivation to Academic Performance by Science-gifted High School Students. Journal of Gifted/Talented Education, 19(1), 95-117.
[6] Mirzaian, B., Hassanzadeh, R., & Shirdel, K. (2012). The Relation between Self-Regulation Learning Strategies and Achievement Motivation with Academic Performance among High School Students in Sari.
[7] Javdan, M., Samavi, S. A., Sezide, K., & Qasmi, N. (2014). The Pattern of Structural Relationships between Perceptions of Constructivist Learning Environment, Academic Self-efficacy, Intrinsic Motivation and Academic Performance.
[8] Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of educational psychology, 80(3), 260.
[9] Ning, H. K., & Downing, K. (2012). Influence of student learning experience on academic performance: the mediator and moderator effects of self-regulation and motivation. British Educational Research Journal, 38(2), 219-237.
[10] Griffin, R., MacKewn, A., Moser, E., & VanVuren, K. W. (2013). Learning skills and motivation: Correlates to superior academic performance. Business Education & Accreditation, 5(1), 53-65.
[11] Remali, A. M., Ghazali, M. A., Kamaruddin, M. K., & Kee, T. Y. (2013). Understanding academic performance based on demographic factors, motivation factors and learning styles. International Journal of Asian Social Science, 3(9), 1938-1951.
[12] Brackney, B. E., & Karabenick, S. A. (1995). Psychopathology and academic performance: The role of motivation and learning strategies. Journal of Counseling Psychology, 42(4), 456.
[13] Rask, K., & Tiefenthaler, J. (2008). The role of grade sensitivity in explaining the gender imbalance in undergraduate economics. Economics of Education Review, 27(6), 676-687.
[14] Gray, J. A. (1970). The psychophysiological basis of introversion-extraversion. Behaviour research and therapy, 8(3), 249-266.
[15] Gray, J. A. (1987). The psychology of fear and stress (Vol. 5). CUP Archive.
[16] Gray, J. A. (1991). Neural systems, emotion and personality. Neurobiology of learning, emotion, and affect, 4, 273-396.
[17] Gray, J. A., van Goozen, S. H. M., Van de Poll, N. E., & Sergeant, J. A. (1994). Framework for a taxonomy of psychiatric disorder. Emotions: Essays on emotion theory, 29-59.
[18] Corr, P. J. (2002). JA Gray's reinforcement sensitivity theory: Tests of the joint subsystems hypothesis of anxiety and impulsivity. Personality and individual differences, 33(4), 511-532.
[19] Scott‐Parker, B., Watson, B., King, M. J., & Hyde, M. K. (2012). The influence of sensitivity to reward and punishment, propensity for sensation seeking, depression, and anxiety on the risky behaviour of novice drivers: a path model. British journal of psychology, 103(2), 248-267.
[20] Carver, C. S. (2009). Threat sensitivity, incentive sensitivity, and the experience of relief. Journal of personality, 77(1), 125-138.
[21] Cabrera, C. M., & Miller, D. I. The value of grades in graduate school.
[22] Shim, S., & Ryan, A. (2005). Changes in self-efficacy, challenge avoidance, and intrinsic value in response to grades: The role of achievement goals. The Journal of Experimental Education, 73(4), 333-349.
[23] Pilcher, J. K. (1994). The value-driven meaning of grades. Educational Assessment, 2(1), 69-88.
[24] Muhammad, A. S., Bakar, N. A., Mijinyawa, S. I., & Halabi, K. A. Impact of motivation on students’ academic performance: A case study of University Sultan Zainal Abidin students.
[25] Lawler III, E. E. (1973). Motivation in work organizations.
[26] Yang, K., Denhardt, R. B., Denhardt, J. V., & Aristigueta, M. P. (2002). Managing Human Behavior in Public and Nonprofit Organizations.
[27] Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological bulletin, 125(6), 627.
[28] Emmanuel, A. O., Adom, E. A., Josephine, B., & Solomon, F. K. (2014). Achievement motivation, academic self-concept and academic achievement among high school students. European Journal of Research and Reflection in Educational Sciences Vol, 2(2).
[29] Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational psychologist, 26(3-4), 325-346.
@article{"International Journal of Business, Human and Social Sciences:73381", author = "Salwa Aftab and Sehrish Riaz", title = "Impact of Grade Sensitivity on Learning Motivation and Academic Performance", abstract = "The objective of this study was to check the impact of grade sensitivity on learning motivation and academic performance of students and to remove the degree of difference that exists among students regarding the cause of their learning motivation and also to gain knowledge about this matter since it has not been adequately researched. Data collection was primarily done through the academic sector of Pakistan and was depended upon the responses given by students solely. A sample size of 208 university students was selected. Both paper and online surveys were used to collect data from respondents. The results of the study revealed that grade sensitivity has a positive relationship with the learning motivation of students and their academic performance. These findings were carried out through systematic correlation and regression analysis.", keywords = "Academic performance, correlation, grade sensitivity, learning motivation, regression.", volume = "10", number = "7", pages = "2329-5", }
