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The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.

Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.

The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.

The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

In this section, we will highlight three overlapping concepts that are currently used in both the motivation and emotion literatures: goals, agency and expectancy. We recognize that there are other potential overlapping constructs (e.g. interest); however, we focus on these three.

A vast and comprehensive body of research highlights the importance of motivation for academic outcomes. More recently, researchers and educators are increasingly becoming aware of the importance of motivation for social and emotional outcomes. In the current chapter, it is argued that motivation is a core component of social and emotional competence because such competence must be actively and willfully applied to have a positive impact on the individual and those around them. Motivation is essential for this application. In this chapter, three well-known motivation constructs are presented as playing a role in promoting positive social and emotional outcomes: social goals, growth mindsets, and autonomous motivation. Then, attention is narrowed down to an in-depth consideration of autonomous motivation and its role in a recently developed conceptual model that articulates the instructional, motivational, and behavioral factors and processes implicated in social and emotional development (Collie, 2020). The conceptual model highlights that instructional practices promote students' perceptions (of autonomy, competence, and relatedness) and, in turn, their autonomous motivation and enactment of socially and emotionally competent behaviors. The chapter concludes with implications for practice and research.

Empirical findings have repeatedly demonstrated that students’ motivation decreases over the course of secondary education. This decline in learning motivation is one of the top challenges nowadays and is relevant for policy, as well as research and practice. Taking this educational challenge into account, the chapter targets the following questions: (1) Is a multicomponent, two-year intervention (combined student/teacher versus student-only intervention group) effective regarding the self-determined motivation and academic self-concept in mathematics of at-risk students? (2) How effective is the intervention for students with and without a migration background? And more generally: (3) Does the motivation (including students’ academic self-concept as a motivational self-belief) differ between students with and without a migration background at three different time points (beginning of Grade 7, end of Grades 7 and 8)? The results indicate that the intrinsic motivation of the combined intervention group could be fostered in the first intervention year. No significant treatment effect could be detected for the student-only group. In line with prior research, students with a migration background demonstrated higher levels of autonomous and controlled forms of motivation. However, students with and without a migration background did not develop differently across the two years. Implications for intervention research addressing adolescents’ self-determined motivation are discussed.

We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to enhance students’ reading motivation and reading comprehension, and has been implemented at both elementary and middle school, with a particular focus on science information text reading.

We overview Guthrie and Wigfield’s (2000) reading engagement model, which provides CORI’s theoretical framework. Then we present the major implementation of CORI at elementary school and middle school.

CORI teachers in elementary school focused on five teaching practices to foster motivation: (1) providing thematic content goals; (2) optimizing choice; (3) hands-on activities connected to reading; (4) providing interesting texts; and (5) fostering collaboration. Teachers also taught six reading strategies recommended by the National Reading Panel. Results of several studies showed that CORI students had higher reading motivation and better reading comprehension than students receiving only strategy instruction or traditional reading instruction. We next describe three implementations of CORI at middle school. The motivational instructional practices at this level included (1) thematic contact goals; (2) emphasizing the importance of reading; (3) showing how reading is relevant to student lives; (4) fostering collaboration; (5) optimizing choice; and (6) enabling success. Results of several studies again documented CORI’s success at boosting students’ motivation and comprehension.

The studies carried out show the success of CORI and the paper closes with suggestions about the next steps for the program.

This paper aims to identify and test four competing models with the interrelationships between students’ perceived service quality, students’ satisfaction, loyalty and motivation using structural equation modeling (SEM), and to select the best model using chi-square difference (Δχ2) statistic test.

The study uses survey research design to gather data regarding attitudes of students about quality of services and their level of satisfaction, motivation and loyalty. A total of 1,439 valid questionnaires were collected from four public universities in the state of Andhra Pradesh, India, and the relationships between four variables using SEM are tested.

The structural model with direct and indirect relationships between the constructs proves as a best among the competing models. The result supported direct effect of students’ perceived service quality on students’ satisfaction and motivation; and indirect effect on students’ loyalty. Implications and research contributions are discussed and directions for further research are indicated.

The study considers the examinations of the simple bivariate relationships between service quality, satisfaction, motivation and loyalty may mask or overstate their true relationships due to omitted variable bias. Structural theory with simultaneous measurement of the direct and indirect relationships between students’ perceived service quality, satisfaction, motivation and loyalty adds a unique contribution to the existing field of knowledge, especially higher education sector.

The results of SEM show that the service quality is a key antecedent to students’ satisfaction, loyalty and motivation. Motivating students for present and future studies with better participation in the process is important to increase quality and efficiency in their output. The best services also make students loyal to the institution. The findings suggested that it would be worthwhile for university’s administration to make proper allocation of resources, to provide better educational services. It is believed that this study has a significant competence for engendering more precise applications related to quality of services, especially concerning students’ satisfaction, loyalty and motivation.

The research provides significant insights and demonstrates good understanding of students’ perceived service quality in the context of Indian universities. The changing nature and need of higher education services and increase in competitive intensity necessitates higher performance levels in the realm of Indian higher education (universities). The study identified that students’ perceived service quality is a key antecedent to students’ satisfaction, motivation and loyalty, which conveys that service quality is an important construct.

Several points are addressed based on the models identified in the study. First, there is sufficient evidence of a significant bivariate relationship between service quality, satisfaction, loyalty and motivation. Second, although service quality is an important determinant of loyalty, the exact nature of this relationship remains unresolved. Third, it is evident that very few studies have investigated multiple direct links between service quality, satisfaction, motivation and loyalty. Further, there is no reported investigation of whether any or all of these variables directly and indirectly influence loyalty when the effects of service quality, satisfaction, motivation are simultaneously considered in Indian higher education sector. Therefore, to present a more pragmatic picture of these relationships, the study identified the “collective model” that investigates the underlying relationships that exist among these constructs.

Much of the extant research, practice and policy in engineering education has focused on the limited persistence, waning interest and lack of preparation among Black students to continue beyond the post-secondary engineering pipeline. However, this research suggests that many Black PhD students persist and succeed in engineering, fueled by various motivational strengths. To better understand the motivations of Black students in engineering doctoral programs, this study aims to explore the factors that influence their decision to enroll in either an engineering or a computing doctoral program.

This paper uses an intrinsic and extrinsic motivational framework to investigate the inspiration of 44 Black engineering doctoral students in PhD engineering programs in 11 engineering schools across the country.

Results show that the participants’ motivation to pursue a PhD in engineering comes from several distinct factors, including the following: an unyielding passion for their particular discipline, a sense of responsibility to serve marginalized peoples and society, a path toward autonomy, pre-PhD mentorship and research opportunities and family and prior work experience.

Based on this study’s findings, a reconceptualization of graduate engineering education that incorporates the importance of “being Black” and its relationships with motivating and, potentially, retaining Black science, technology, engineering and mathematics (STEM) students is also offered.

This paper seeks to expose particular constructs and behaviors surrounding Black students’ motivation to learn and achieve in engineering at the highest academic levels, offering a more nuanced perspective than currently is found in traditional engineering education literature.

The purpose of this paper is to investigate the relationships between students’ use of social media, their academic performance and creativity in the digital era.

This research used a survey strategy for collecting primary data required for this study from 334 students of undergraduate programs at Chinese universities who were sampled through a non-probability convenience approach.

The findings of the study reveal that students’ use of social media is positively associated with students’ academic performance and creativity. In addition, intrinsic motivation was found to be a mediating reason in the relationships between students’ use of social media and students’ academic performance and creativity.

This study explored an important role of intrinsic motivation as a mediator in the relationships between students’ use of social media and their positive outcomes. Studying the use of social media by students to their positive study outcomes is also practically important for students, educationalists and other policymakers.

The purpose of this study is to reveal the influence mechanism of social innovation education (SIE) on sustainability learning outcomes and analyze the roles of intrinsic learning motivation and prosocial motivation.

A sample of 322 undergraduates from one higher education institution in Tianjin was used to test the hypotheses.

This study found that SIE positively affected sustainability learning outcomes, and intrinsic learning motivation mediated the relationship between them. The results showed that prosocial motivation positively moderates the positive effect of SIE on intrinsic learning motivation and the overall mediation model.

The findings have important practical implications for higher education institutions to carry out SIE. Higher education institutions should focus on integrating social innovation and sustainability into top-level design. Furthermore, higher education institutions should focus on stimulating students’ intrinsic learning motivation and cultivating their prosocial motivation.

This study identified the relationship between SIE and sustainability learning outcomes and clarified the influence mechanism of SIE on sustainability learning outcomes. Moreover, this study emphasized the importance of prosocial motivation as a key boundary condition of SIE.