School-Related Irrational Beliefs as Predictor of Academic Motivation among Secondary School Learners

Boitumelo Molebogeng Diale, Vera Victor-Aigbodion
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引用次数: 1

Abstract

Learners' thoughts are important for academic motivation and learning in secondary schools. Specifically, this study aims to determine the extent to which school-related irrational beliefs influence academic motivation among secondary school students. Using a multi-stage random sampling technique, 740 secondary school students of both genders were selected as a sample: 303 boys and 437 girls. The Irrational Beliefs Inventory (IBI) and the Academic Motivation Scale (AMS) were used for data collection. In order to answer research questions, mean scores, standard deviations, and Pearson product moment correlation analysis were used while the hypotheses were tested using regression analysis at 0.05 level of significance. A statistically significant relationship was found between irrational beliefs and academic motivation among secondary school learners. A key recommendation of the study is that secondary school psychologists should teach learners on the adverse impact of irrational beliefs.
学校相关非理性信念对中学学习者学习动机的预测作用
在中学阶段,学习者的思想对于学习动机和学习是非常重要的。具体而言,本研究旨在确定与学校相关的非理性信念对中学生学业动机的影响程度。采用多阶段随机抽样的方法,选取740名男女中学生作为样本:男生303名,女生437名。采用非理性信念量表(IBI)和学业动机量表(AMS)进行数据收集。为了回答研究问题,采用均分、标准差和Pearson积差相关分析,并在0.05显著性水平上采用回归分析对假设进行检验。中学生非理性信念与学业动机之间存在显著相关。该研究的一个关键建议是,中学心理学家应该教导学习者非理性信念的负面影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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