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A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research

Graduate students’ failure to graduate is of great concern, with the failure to graduate due to the dissertation being the most influential factor. However, there are many factors that influence the writing of a dissertation, and research on these factors that influence graduate students’ learning t...

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Autores principales: Chang, Jen-Chia, Wu, Yu-Tai, Ye, Jhen-Ni
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9226552/
https://www.ncbi.nlm.nih.gov/pubmed/35756232
http://dx.doi.org/10.3389/fpsyg.2022.915770
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author Chang, Jen-Chia
Wu, Yu-Tai
Ye, Jhen-Ni
author_facet Chang, Jen-Chia
Wu, Yu-Tai
Ye, Jhen-Ni
author_sort Chang, Jen-Chia
collection PubMed
description Graduate students’ failure to graduate is of great concern, with the failure to graduate due to the dissertation being the most influential factor. However, there are many factors that influence the writing of a dissertation, and research on these factors that influence graduate students’ learning through emotion and cognition is still quite rare. A review of past research revealed that the main factor causing graduate students to drop out midway is not completing their thesis, followed by factors including insufficient achievement motivation, lack of learning strategy, and low confidence. The graduation rate of graduate students has been emphasized by the academic community; therefore, this study investigated the correlation between graduate students’ achievement motivation, active learning, and academic confidence in writing research. The study invited graduated students from two universities of science and technology situated in the northern region of Taiwan to complete the questionnaire. In this study, valid data for validation analysis were collected from 173 respondents, and the results showed that achievement motivation positively influenced active learning (higher-order learning, integrative learning, reflective learning) and that active learning (higher-order learning, integrative learning, reflective learning) positively influenced academic confidence. From the above findings, it can be seen that to help graduate students from University of Science and Technology to effectively complete their graduate studies, students should develop good motivation to adopt active learning strategies to enhance their academic self-confidence.
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spelling pubmed-92265522022-06-25 A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research Chang, Jen-Chia Wu, Yu-Tai Ye, Jhen-Ni Front Psychol Psychology Graduate students’ failure to graduate is of great concern, with the failure to graduate due to the dissertation being the most influential factor. However, there are many factors that influence the writing of a dissertation, and research on these factors that influence graduate students’ learning through emotion and cognition is still quite rare. A review of past research revealed that the main factor causing graduate students to drop out midway is not completing their thesis, followed by factors including insufficient achievement motivation, lack of learning strategy, and low confidence. The graduation rate of graduate students has been emphasized by the academic community; therefore, this study investigated the correlation between graduate students’ achievement motivation, active learning, and academic confidence in writing research. The study invited graduated students from two universities of science and technology situated in the northern region of Taiwan to complete the questionnaire. In this study, valid data for validation analysis were collected from 173 respondents, and the results showed that achievement motivation positively influenced active learning (higher-order learning, integrative learning, reflective learning) and that active learning (higher-order learning, integrative learning, reflective learning) positively influenced academic confidence. From the above findings, it can be seen that to help graduate students from University of Science and Technology to effectively complete their graduate studies, students should develop good motivation to adopt active learning strategies to enhance their academic self-confidence. Frontiers Media S.A. 2022-06-10 /pmc/articles/PMC9226552/ /pubmed/35756232 http://dx.doi.org/10.3389/fpsyg.2022.915770 Text en Copyright © 2022 Chang, Wu and Ye. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Chang, Jen-Chia
Wu, Yu-Tai
Ye, Jhen-Ni
A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research
title A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research
title_full A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research
title_fullStr A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research
title_full_unstemmed A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research
title_short A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research
title_sort study of graduate students’ achievement motivation, active learning, and active confidence based on relevant research
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9226552/
https://www.ncbi.nlm.nih.gov/pubmed/35756232
http://dx.doi.org/10.3389/fpsyg.2022.915770
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