Psikhologicheskie Issledovaniya • ISSN 2075-7999
peer-reviewed • open access journal
      

 

Gordeeva T.O., Osin E.N. Differences in achievement motivation and learning motivation in students exhibiting different types of academic attainment (Unified State Examination (USE) scores, academic competition results, academic records)

Full text in Russian: Гордеева Т.О., Осин Е.Н. Особенности мотивации достижения и учебной мотивации студентов, демонстрирующих разные типы академических достижений (ЕГЭ, победы в олимпиадах, академическая успеваемость)
Lomonosov Moscow State University, Moscow, Russia
Higher School of Economics, Moscow, Russia

About authors
Suggested citation


The paper presents two empirical studies analyzing the motivational structure of students exhibiting different types of academic achievements. Using a systemic-dynamic approach to academic achievement motivation, the authors proposed a range of variables predicting academic achievement that reflect motivation and meaning of activity, goal-setting regulation, cognitive aspects of motivation and its integrative behavioral outcomes. Longitudinal studies investigating the associations between these variables and three types of academic achievements (Unified State Examination (USE) scores, academic contest results, and university grade point average (GPA)) were undertaken in two cohorts of first-year university students (N = 166 and N = 127). The results indicate that all three types of achievement are associated with grit, but only academic contest results and high GPA are associated with intrinsic motivation (interest and achievement motivation), whereas the USE scores have only indirect association with it.

Keywords: learning motivation, intrinsic motivation, achievement motivation, persistence, grit, self-regulation, self-efficacy, academic achievement, Unified State Examination, academic contest, grade point average

 

Acknowledgments
The data presented in this paper were obtained as part of a research project studying the role of personality potential and motivation in academic achievement, led by Dmitry A. Leontiev and Tamara O. Gordeeva. The authors are grateful to the Vice-Dean of the Chemistry Department of Moscow State University professor Nikolay E. Kuzmenko and associate professor Oksana N. Ryzhova for their support.


Funding
The study was supported by the Russian Foundation for Humanities, project 12-06-00856.


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Received 15 February 2012. Date of publication: 15 August 2012.

About authors

Gordeeva Tamara O. Ph.D., Associate Professor, Faculty of Psychology, Lomonosov Moscow State University, ul. Mokhovaya, 11, str. 9, 125009 Moscow, Russia.
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Osin Evgeny N. Ph.D., Associate Professor, Faculty of Psychology, Higher School of Economics (National Research University), ul. Myasnitskaya, 20, 101000 Moscow, Russia.
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Suggested citation

Gordeeva T.O., Osin E.N. Differences in achievement motivation and learning motivation in students exhibiting different types of academic attainment (Unified State Examination (USE) scores, academic competition results, academic records). Psikhologicheskie Issledovaniya, 2012, Vol. 5, No. 24, p. 4. http://psystudy.ru (in Russian, abstr. in English).

Permanent URL: http://psystudy.ru/index.php/eng/2012v5n24e/720-gordeeva24e.html

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