ARTICLE

EXPLORING DETERMINERS OF ACHIEVEMENTS OF DEGREE STUDENTS PAKISTAN IN ACADEMIC ENGLISH

  1. HOME
  2. ARTICLE

08 Pages : 64-72

http://dx.doi.org/10.31703/grr.2019(IV-III).08      10.31703/grr.2019(IV-III).08      Published : Sep 2019

Exploring Determiners of Achievements of Degree Students (Pakistan) in Academic English

Abstract

    English is an international language and is understood almost all over the world. There are different determiners that effect the level of achievement in learning English. The main concern of the study was to find out the relationships between them. The descriptive correlational study design was selected with a multilayer sampling technique having sample of 320 Degree level students form four universities of Pakistan. Data was collected and the correlation was found through Pearson correlation. It was found that many factors including Anxiety, interest, attitude, and self-confidence had strong correlation with academic achievements of students. Some practical implication was suggested including the training of teachers in a better way.

    Academic achievement, Anxiety, Attitude, Culture, Determiners, Motivational Selves.

    (1) Saira Maqbool
    Assistant Professor,Department of English,Allama Iqbal Open University Islamabad, Pakistan.
    (2) Rabia Bahoo
    Lecturer,Department of Education, The Government Sadiq College Women University Bahawalpur, Punjab, Pakistan.
    (3) Muhammad Shakir
    Lecturer,Educational Training,The Islamia University of Bahawalpur, Punjab, Pakistan.
Fulltext PDF

References

  • Aida, Y., 1994. Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal 78, 155e168.
  • Ajzen, I. (1996). Attitudes, personality, and behavior. Chicago: Dorsey Press.
  • Allen, H. W. (2010). Language-learning motivation during short-term study abroad: An activity theory perspective. Foreign Language Annals, 43(1), 27-49.
  • Benabou, R., & Tirole, J. (2003). Intrinsic and extrinsic motivation. The review of economic studies, 70(3), 489- 520.
  • Benz, M. (2005). Not for the profit, but for the satisfaction?-Evidence on worker well‐being in non‐profit firms. Kyklos, 58(2), 155-176.
  • Bernaus, M., & Gardner, R. (2008). Teacher motivational strategies, student perceptions, motivation, and English achievement. Modern Language Journal, 92, 387-401. Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69. Retrieved
  • Broussard, S. C., & Garrison, M. B. (2004). The relationship between classroom motivation and academic achievement in elementary‐school‐aged children. Family and Consumer Sciences Research Journal, 33(2), 106-120.
  • Brown, K. B. (2000). Urban stream restoration practices: an initial assessment. The Center.Brown, H. D. (2000). Principles of language learning and teaching.
  • Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual differences, 29(6), 1057-1068.
  • Camerer, C. F. (2005). Neural systems responding to degrees of uncertainty in human decisionmaking. Science, 310(5754), 1680-1683.
  • Cameron, J., & Pierce, W. D. (2002). Rewards and intrinsic motivation: Resolving the controversy. Bergin & Garvey.
  • Castañeda, M. E., &Zirger, M. L. (2011). Making the most of the
  • Cook, V. (2000). Linguistics and second language acquisition. Beijing: Foreign Language Teaching and Research Press and Macmillan Publishers Ltd.
  • Crooks, K. R., Newman, C. H. R. I. S., Schmidt, G. A., ... & Woodroffe, R. O. S. I. E. (2005). Current status of the Santa Cruz Island fox (Urocyon littoralis santacruzae). In Proceedings of the Sixth California Islands Symposium. National Park Service Technical Publication CHIS-05-01. Institute for Wildlife Studies, Arcata, California, USA (pp. 275-286).
  • Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89, 19-36.
  • Dailey, L., Demo, L., & Spillman, M. (2009). Newspaper survey suggests TV partnerships in jeopardy. Newspaper Research Journal, 30(4), 22-36.
  • DeCharms, R. (1984). Motivation enhancement in educational settings. Research on motivation in education, 1(7), 275-310.
  • Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134.
  • Deci, E. L., & Ryan, R. M. (2010). Self‐determination. The Corsini encyclopedia of psychology, 1-2.
  • Deci, E. L., Cascio, W. F., & Krusell, J. (1975). Cognitive evaluation theory and some comments on the Calder and Staw critique. Journal of personality and social psychology, 31(1), 81-85.
  • 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, 627-668.
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The selfdetermination perspective. Educational psychologist, 26(3-4), 325-346.
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The modern language journal, 78(3), 273-284.
  • DORNYEI, Z. (1996a). Moving language learning motivation to a larger platform for theory and practice. In R. L. Oxford (ed.), Language teaming motivation: Pathways to the new century, 89-101.
  • DÖRNYEI, Z. (1998). Motivation in Second and Foreign Language Learning. Language Teaching, 31, 117-135.
  • Dörnyei, Z. (2001b). Teaching and Researching Motivation. New York : Longman. Dörnyei, Z., Csizér, K., Németh, N. (2006). Motivation, Language Attitudes, and Globalisation: a Hungarian Perspective. Clevedon : Multilingual Matters
  • Dörnyei, Z., &Ushioda, E. (2009). Motivation, language identity and the L2 Self. Buffalo, NY : Multilingual Matters.
  • Duncan, G. J., & Magnuson, K. A. (2005). Can family socioeconomic resources account for racial and ethnic test score gaps? The Future of Children, 15, 35-54.
  • Education for Meaning and Social Justice, 19(2), 6-9
  • Fehr, E. &Fischbacher, U. (2002). Why Social Preferences Matter - The Impact of NonSelfish Motives on Competition, Cooperation and Incentives. The Economic Journal, 112, C1-C33.
  • Fehr, E., Gintis, H., & Henrich, N. S. (2005).
  • Gagné, M., & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of Organizational behavior, 26(4), 331-362.
  • Gagné, M., & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of Organizational behavior, 26(4), 331-362.
  • Gardner, R. C. (1985). Social psychology and second language learning. London
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, Massachusetts: Newbury house.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Mass.: Newbury House.
  • Ghapanchi, Z., Khajavy, G., Asadpour, S. (2011). L2 Motivation and Personality as Predictors of the Second Language Proficiency: Role of the Big Five Traits and L2 Motivational Self System. Canadian Social Science, 7 (6), 148-155.
  • Gollwitzer& J. A. Bargh (eds.), The psychology of action: linking cognition and motivation to behaviour, 363- 84.
  • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86(1), 104-113.
  • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1998). Role of cognitively stimulating home environment in children's academic intrinsic motivation: A longitudinal study. Child Development, 69(5), 1448-1460.
  • Gravetter., & Forzano. (2006). Designs, participants, and measurement methods in psychological research. Canadian Psychology/Psychologie canadienne, 47(4), 263.
  • Grolnick, W. S., Friendly, R. W., & Bellas, V. M. (2009). Parenting and children's motivation at school. Handbook of motivation at school, 279-300.
  • Grolnick, W. S., Friendly, R. W., &Bellas, V. M. (2009). Parenting and children's motivation at school. In K. R. Wentzel& A. Wigfield (Eds.), Handbook of motivation at school, 279-300. New York & London: Routledge.
  • Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom‐oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly.
  • Hair, J. F., Money, A. H., Samouel, P., & Page, M. (2007). Research methods for business. Education Training.
  • Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the lassroom: Motivational and informational components. Developmental sychology, 17(3), 300.
  • Higgins, E. T. (1987). Self-discrepancy: a theory relating self and affect. Psychological review, 94(3), 319s
  • Horwitz, E.K., Horwitz, M.B., Cope, J., 1986. Foreign language classroom anxiety. Modern Language Journal 70, 125e132.
  • Johnson, A. P. (2005, Winter). I am a holistic educator, not a dancing monkey. Encounter: Education for Meaning and Social Justice, 18(4), 36-40
  • Kehr, H. M. (2004). Integrating implicit motives, explicit motives, and perceived abilities: The compensatory model of work motivation and volition. Academy of management review, 29(3), 479-499.
  • Kim, Y., Kim, T. H., & Ergün, T. (2015). The instability of the Pearson correlation coefficient in the presence of coincidental outliers. Finance Research Letters, 13, 243-257
  • Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal, 92, i-131.
  • Kohn, A. (1999). Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A'S, Praise, and Other Bribes. Boston: Houghton Mifflin.
  • Kozochkina, T. L. (2009). Differentiation among schools as a factor of the quality of general education. Russian Education & Society, 51(11), 3-9.
  • MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39, 251-275.
  • MacIntyre, P., Clement, R., Dörnei, Z. & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545-562
  • MacIntyre, P.D., 1994. Variables underlying willingness to communicate: a causal analysis. Communication Research Reports 11, 135e142.
  • Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive science, 5(4), 333- 369.
  • Maslow's. (1970). Maslow's hierarchy of needs and its relationship with psychological health and materialism. South Pacific Journal of Psychology, 10(2), 15-25.
  • Matsuda, A. (2000). Japanese attitudes toward English: A case study of high school students. Unpublished doctoral dissertation, Purdue University, West Lafayette, Indiana.
  • Miller, J. (2000). Education and the soul: Toward a spiritual curriculum. Albany, NY: State University of New York Press.
  • Miller, R. (2006, Summer). Reflecting on spirituality in education. Encounter:
  • Nieboer, A., Lindenberg, S., Boomsma, A., & Bruggen, A. C. V. (2005). Dimensions of well-being and their measurement: the SPF-IL scale. Social Indicators Research, 73(3), 313-353.
  • Osterloh, Margit, and Bruno S. Frey.
  • Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The modern language journal, 78(1), 12-28.
  • Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass Publishers.
  • Palmer, P. J. (1998, December 1998/January 1999). Evoking the spirit in public education. Association for Supervision and Curriculum Development, 6-11.
  • Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.
  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational psychologist, 36(2), 89-101.
  • Prion, S., & Haerling, K. A. (2014). Making sense of methods and measurement: Pearson productmoment correlation coefficient. Clinical simulation in nursing, 11(10), 587-588.
  • Ryan, R. M., &Deci, E. L. (2000).
  • Talib, O., Luan, W. S., Azhar, S. C., & Abdullah, N. (2009). Uncovering Malaysian students' motivation to learning science. European Journal of Social Sciences, 8(2), 266-276.
  • Uguroglu, M. E., & Walberg, H. J. (1979). Motivation and achievement: A quantitative synthesis. American Educational Research Journal, 16(4), 375-389.
  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological measurement, 52(4), 1003-1017.
  • Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in selfdetermination theory: Another look at the quality of academic otivation. Educational psychologist, 41(1), 19-31.
  • Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71,3-25.
  • Covington, M.V. & Roberts, B.W. (1994). Self-worth and college achievement: motivational and personality correlates. In P. R. Pintrich, D. R. Brown & C. E. Weinstein (eds.), Student motivation, cognition, and learning, 157 Locke, E. A.
  • Williamson, M. (1996). Invasions. Ecography, 22(1), 5-12
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL Context. The Modern Language Journal, 86, 54-56.
  • Zhi, X., Yuexin, S., Jin, M., Lujie, Z., & Zijian, D. (2017, October). Research on the Pearson Correlation Coefficient evaluation method of analog signal in the process of unit peak load regulation. In 2017 13th IEEE International Conference on Electronic Measurement & Instruments (ICEMI) (pp. 522-527). IEEE.

Cite this article

APA

    APA : Maqbool, S., Bahoo, R., & Shakir, M. (2019). Exploring Determiners of Achievements of Degree Students (Pakistan) in Academic English. Global Regional Review, IV(III), 64-72. https://doi.org/10.31703/grr.2019(IV-III).08

CHICAGO

    CHICAGO : Maqbool, Saira, Rabia Bahoo, and Muhammad Shakir. 2019. "Exploring Determiners of Achievements of Degree Students (Pakistan) in Academic English." Global Regional Review, IV (III): 64-72 doi: 10.31703/grr.2019(IV-III).08

HARVARD

    HARVARD : MAQBOOL, S., BAHOO, R. & SHAKIR, M. 2019. Exploring Determiners of Achievements of Degree Students (Pakistan) in Academic English. Global Regional Review, IV, 64-72.

MHRA

    MHRA : Maqbool, Saira, Rabia Bahoo, and Muhammad Shakir. 2019. "Exploring Determiners of Achievements of Degree Students (Pakistan) in Academic English." Global Regional Review, IV: 64-72

MLA

    MLA : Maqbool, Saira, Rabia Bahoo, and Muhammad Shakir. "Exploring Determiners of Achievements of Degree Students (Pakistan) in Academic English." Global Regional Review, IV.III (2019): 64-72 Print.

OXFORD

    OXFORD : Maqbool, Saira, Bahoo, Rabia, and Shakir, Muhammad (2019), "Exploring Determiners of Achievements of Degree Students (Pakistan) in Academic English", Global Regional Review, IV (III), 64-72

TURABIAN

    TURABIAN : Maqbool, Saira, Rabia Bahoo, and Muhammad Shakir. "Exploring Determiners of Achievements of Degree Students (Pakistan) in Academic English." Global Regional Review IV, no. III (2019): 64-72. https://doi.org/10.31703/grr.2019(IV-III).08