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THE EFFECT OF STUDENTS' ACHIEVEMENT MOTIVATION ON THEIR COGNITIVE PERFORMANCE BEHAVIOUR
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This research paper aims to investigate the relationship between students' achievement motivation and their cognitive performance behavior. Achievement motivation refers to the psychological drive and desire that individuals have to accomplish goals and excel in academic pursuits. Cognitive performance behavior, on the other hand, pertains to the cognitive processes and strategies employed by students during learning and problem-solving tasks.
A comprehensive review of existing literature suggests that motivation plays a crucial role in shaping students' cognitive performance behavior. Students with high achievement motivation tend to exhibit greater engagement, persistence, and effort in their learning endeavors. They are more likely to set challenging goals, adopt effective learning strategies, and actively seek opportunities for knowledge acquisition.
Conversely, students with low achievement motivation often display reduced interest, apathy, and lower levels of commitment towards their academic tasks. This can result in decreased cognitive performance behavior, including reduced attention span, limited information processing, and a lack of effort in problem-solving situations.
Several factors influence students' achievement motivation and subsequently impact their cognitive performance behavior. These factors include intrinsic motivation, extrinsic rewards, self-efficacy beliefs, goal orientation, and social support. Intrinsic motivation, characterized by internal satisfaction and curiosity, has been found to positively influence cognitive performance behavior. In contrast, extrinsic rewards such as grades or external recognition may have mixed effects, with short-term benefits but potential long-term negative consequences on intrinsic motivation.
Self-efficacy beliefs, or individuals' confidence in their ability to succeed in specific tasks, significantly contribute to students' achievement motivation and subsequent cognitive performance behavior. Students with high self-efficacy beliefs are more likely to set challenging goals, persevere in the face of difficulties, and employ effective cognitive strategies.
Goal orientation, including mastery orientation and performance orientation, also influences students' cognitive performance behavior. A mastery orientation, emphasizing the acquisition of knowledge and skill development, is associated with adaptive cognitive behaviors and higher academic achievement. Conversely, a performance orientation that focuses solely on outperforming others may lead to maladaptive cognitive behaviors, such as a preference for rote memorization over deep understanding.
Lastly, social support from teachers, peers, and parents can significantly influence students' achievement motivation and cognitive performance behavior. Positive and supportive relationships foster a sense of belonging, intrinsic motivation, and a growth mindset, all of which contribute to adaptive cognitive behaviors.
Understanding the relationship between students' achievement motivation and cognitive performance behavior has important implications for educational practice. Educators can design interventions and instructional strategies that promote intrinsic motivation, self-efficacy beliefs, mastery orientation, and social support to enhance students' cognitive performance behavior. By fostering these motivational factors, educators can create a conducive learning environment that maximizes students' potential for academic success.
Keywords: achievement motivation, cognitive performance behavior, intrinsic motivation, self-efficacy beliefs, goal orientation, social support, educational practice.
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