This multivariate study investigated whether Parental Support, Teacher Support, and Academic Motivation mediate the relationship between Parental Status （i.e., children from single or both parents homes） and Academi...This multivariate study investigated whether Parental Support, Teacher Support, and Academic Motivation mediate the relationship between Parental Status （i.e., children from single or both parents homes） and Academic Performance, The research design used for the study was a cross sectional survey using the quantitative approach. Data set from 250 primary school pupils from the Effutu Municipality were analysed using partial correlation and multiple regression analytical techniques. Among the study findings, that were when the effects of Parental Status were controlled for, Parental Support, Teacher Support, and Academic Motivation still related significantly to Academic Performance. Among the conclusions of the findings are that, whether the child was from a single or both parent home was not important with regard to his or her academic performance but rather it was the quality of support that the child gets from whoever is doing the parenting, teacher support and the child＇s own academic motivation that were important to determine the child＇s Academic Performance. The study also found that Parental Support was the best predictor of the pupils＇ Academic Performance out of the three factors includingTeacher Support and Academic Motivation.展开更多
Language anxiety and language motivation have been studied extensively by experts in foreign language （FL） learning. Both of these constructs have been found to be closely correlated to FL achievement. In this artic...Language anxiety and language motivation have been studied extensively by experts in foreign language （FL） learning. Both of these constructs have been found to be closely correlated to FL achievement. In this article, the author has reviewed foreign language anxiety, language motivation and the relationship between language motivation and language anxiety.展开更多
Through questionnaire investigation, three major motivation types have been identified in less successful second year students (judged by the state exam CET4) in Hainan University: type A — integrative/intrinsic moti...Through questionnaire investigation, three major motivation types have been identified in less successful second year students (judged by the state exam CET4) in Hainan University: type A — integrative/intrinsic motivation (interest in culture and language), type B — job-related motivation (learning for better jobs), and type C — test-oriented motivation (learning to pass tests). Students with instrumental motivation (types B & C) far out-number those with integrative motivation (type A). Significant differences in test performance are found between type A and type C, and type B and type C. No significant difference is found between the test performance of type A students and that of type B students.展开更多
文摘This multivariate study investigated whether Parental Support, Teacher Support, and Academic Motivation mediate the relationship between Parental Status （i.e., children from single or both parents homes） and Academic Performance, The research design used for the study was a cross sectional survey using the quantitative approach. Data set from 250 primary school pupils from the Effutu Municipality were analysed using partial correlation and multiple regression analytical techniques. Among the study findings, that were when the effects of Parental Status were controlled for, Parental Support, Teacher Support, and Academic Motivation still related significantly to Academic Performance. Among the conclusions of the findings are that, whether the child was from a single or both parent home was not important with regard to his or her academic performance but rather it was the quality of support that the child gets from whoever is doing the parenting, teacher support and the child＇s own academic motivation that were important to determine the child＇s Academic Performance. The study also found that Parental Support was the best predictor of the pupils＇ Academic Performance out of the three factors includingTeacher Support and Academic Motivation.
文摘Language anxiety and language motivation have been studied extensively by experts in foreign language （FL） learning. Both of these constructs have been found to be closely correlated to FL achievement. In this article, the author has reviewed foreign language anxiety, language motivation and the relationship between language motivation and language anxiety.
文摘Through questionnaire investigation, three major motivation types have been identified in less successful second year students (judged by the state exam CET4) in Hainan University: type A — integrative/intrinsic motivation (interest in culture and language), type B — job-related motivation (learning for better jobs), and type C — test-oriented motivation (learning to pass tests). Students with instrumental motivation (types B & C) far out-number those with integrative motivation (type A). Significant differences in test performance are found between type A and type C, and type B and type C. No significant difference is found between the test performance of type A students and that of type B students.
