Factors influencing students’ academic achievement: evidence from University of Ha’il Kingdom of Saudi Arabia
Keywords:
students’ interest, self-efficacy, learning motivation, CGPA, undergraduate students, Ha’il University.
Abstract
The current study's goal is to determine the effect of "student interest," "perceived self-efficacy," and "learning motivation" on undergraduate students' CGPA. The present investigation employed a quantitative methodology, utilizing a cross-sectional survey delivered through an online Google Form that participants self-administered. The current study's target demographic was undergraduate students at a public university. In this survey, 230 undergraduate students took part. The variable combination predicted approximately 39.6% of the overall variance in predicting the CGPA. The predicted regression model in the study was significant (F(3,226 = 50.960, p 0.001), and it discovered that other than "students' interest," only two factors significantly predicted the outcome variable CGPA. However, "student interest" has a positive but negligible effect on the CGPA. It is recommended that teachers use effective classroom strategies to assist students in raising their interest, learning motivation, and self-efficacy to accelerate their academic achievement.
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References
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De Clercq, D., Thongpapanl, N. T., & Dimov, D. (2011). A closer look at cross-functional collaboration and product innovativeness: Contingency effects of structural and relational context. Journal of Product Innovation Management, 28(5), 680-697. https://doi.org/10.1111/j.1540-5885.2011.00830.x
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Feng, H. Y., Fan, J. J., & Yang, H. Z. (2013). The relationship of learning motivation and achievement in EFL: Gender as an intermediated variable. Educational Research International, 2(2), 50-58.
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Flashman, J. (2012). Academic achievement and its impact on friend dynamics. Sociology of education, 85(1), 61-80. https://doi.org/10.1177/0038040711417014
Goldstein, L. L. (1993). Training in organizations: Needs assessment, development, and evaluation (3rd ed.). Monterey, CA: Brooks/Cole.
Hagay, G., & Baram-Tsabari, A. (2011). A shadow curriculum: Incorporating students’ interests into the formal biology curriculum. Research in Science Education, 41, 611-634. https://doi.org/10.1007/s11165-010-9182-5
Hair, J.F., Anderson, R.E., Tatham, R.L., & Black, W.C. (1998). Multivariate Data Analysis, 5th ed., Prentice-Hall, Englewood Cliffs, New Jersey, NJ. ISBN: 9780138948580, 9780139305870, 0138948585, 0139305874
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Hidi, S. E., & Baird, W. (1986). Strategies for increasing textbased interest and students’ recall of expository texts. Reading Research Quarterly, 23, 465-483. https://doi.org/10.2307/747644
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549-571. https://doi.org/10.3102/00346543060004549
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doi.org/10.1207/s15326985ep4102_4
Hidi, S., & Ainley, M. (2008). Interest and self-regulation: Relationships between two variables that influence learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 77–109). Lawrence Erlbaum Associates Publishers. ISBN: 0805858989
Hidi, S. (1995). A re-examination of the role of attention in learning from text. Educational Psychology Review, 7(4), 323-350. https://doi.org/10.1007/BF02212306
Hsieh, P., Cho, Y., Liu, M., & Schallert, D. (2008). Middle school focus: examining the interplay between middle school students’ achievement goals and self-efficacy in a technology-enhanced learning environment. American Secondary Education, 36(3), 33-50.
Huseinović, L. (2024). The effects of gamification on student motivation and achievement in learning English as a foreign language in higher education. MAP Education and Humanities, 4, 10-36. https://doi.org/10.53880/2744-2373.2023.4.10
Izard, C. E., & Ackerman, B. P. (2000). Motivational, organizational, and regulatory functions of discrete emotions. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 253-264). New York, NY: Guilford Press.
Jiao, S., Wang, J., Ma, X., You, Z., & Jiang, D. (2022). Motivation and its impact on language achievement: sustainable development of ethnic minority students’ second language learning. Sustainability, 14(13), 1-20. https://doi.org/10.3390/su14137898
Kairong, W., Tao, X., & Qiong, L. (1999). A study on the relationship between self-efficacy attribution and academic performance of middle school students. Psychological Development and Education, 4, 22-25.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. https://doi.org/10.1007/BF02291575
Kıran, D., & Sungur, S. (2012). Middle school students’ science self-efficacy and its sources: Examination of gender difference. Journal of Science Education and Technology, 21(5), 619-630. https://doi.org/10.1007/s10956-011-9351-y
Knogler, M., Harackiewicz, J. M., Gegenfurtner, A., & Lewalter, D. (2015). How situational is situational interest? Investigating the longitudinal structure of situational interest. Contemporary Educational Psychology, 43, 39-50. https://doi.org/10.1016/j.cedpsych.2015.08.004
Koschmann, T. D., Myers, A. C., Feltovich, P. J., & Barrows, H. S. (1993-1994). Using technology to assist in realizing effective learning and instruction: A principled approach to the use of computers in collaborative learning. Journal of the Learning Sciences, 3(3), 227-264. https://doi.org/10.1207/s15327809jls03032
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Published
2024-01-30
How to Cite
Khan, I. (2024). Factors influencing students’ academic achievement: evidence from University of Ha’il Kingdom of Saudi Arabia. Amazonia Investiga, 13(73), 41-55. https://doi.org/10.34069/AI/2024.73.01.4
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