TY - GEN
T1 - From Motivation Components to Academic Achievement Prediction
AU - Wu, Tao
AU - Chang, Maiga
N1 - Publisher Copyright:
© 2021 ACM.
PY - 2021/10/22
Y1 - 2021/10/22
N2 - This research aims to determine the relationship among the mental and motivation components include self-efficacy (SE), the self-regulation learning (SRL), the intrinsic motivation and the use of cognitive strategies, and test anxiety, as well as their effects on academic performance in the blended-learning environments during the COVID-19 pandemic. By studying the academic achievement and motivation components of 392 Accounting major Sophomores and Juniors, reducing test anxiety and improving self-efficacy were revealed to be the important methods toward success. Also, the use of self-regulation and cognitive strategies as the intermediary variables could have impact on the academic performance. Through the empirical study and a review of academic motivation and academic performance literature before and after COVID-19, this research proposed 4E (Effort, Enthusiasm, Expectation, and Easiness) as the predictive framework and key motivation factors for potential intelligent tutoring systems and adaptive learning systems on the early academic warning and intervention of students' academic progress.
AB - This research aims to determine the relationship among the mental and motivation components include self-efficacy (SE), the self-regulation learning (SRL), the intrinsic motivation and the use of cognitive strategies, and test anxiety, as well as their effects on academic performance in the blended-learning environments during the COVID-19 pandemic. By studying the academic achievement and motivation components of 392 Accounting major Sophomores and Juniors, reducing test anxiety and improving self-efficacy were revealed to be the important methods toward success. Also, the use of self-regulation and cognitive strategies as the intermediary variables could have impact on the academic performance. Through the empirical study and a review of academic motivation and academic performance literature before and after COVID-19, this research proposed 4E (Effort, Enthusiasm, Expectation, and Easiness) as the predictive framework and key motivation factors for potential intelligent tutoring systems and adaptive learning systems on the early academic warning and intervention of students' academic progress.
KW - Cognitive Strategy Use
KW - Intrinsic Motivation
KW - Prediction Framework
KW - Self-Efficacy
KW - Self-Regulation Learning (SRL)
KW - Test Anxiety
UR - http://www.scopus.com/inward/record.url?scp=85124707213&partnerID=8YFLogxK
U2 - 10.1145/3498765.3498773
DO - 10.1145/3498765.3498773
M3 - Published Conference contribution
AN - SCOPUS:85124707213
T3 - ACM International Conference Proceeding Series
SP - 46
EP - 52
BT - Proceedings of 2021 13th International Conference on Education Technology and Computers, ICETC 2021
T2 - 13th International Conference on Education Technology and Computers, ICETC 2021
Y2 - 22 October 2021 through 25 October 2021
ER -