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AbstractAs we are at the beginning of the third millennium, our society is faced by great challenges such as the immense explosion of knowledge. In order to comprehend such cognitive information, our students should be enabled to employ such information, it is thus, the responsibility of the educational institutions, colleges represent the preparatory stage for the beginning of the student's practical life. When college policies are drown, student's objectives should be the basics to be considered highly. The responsibility of employing such objectives lies on the college institutions. Yet, these objectives should be in tune with students tendencies and abilities from one side and with the needs of the society from anther. Thus, the aims of this research are: 1.Identifying the levels of college student in: a. Helpless challenge response . b. Approach oriented to learning response. 2.Finding out the statistically differences of Helpless challenge response according to specialization. So as to achieve the research aims, the searcher has build the Helpless challenge response and Approach oriented to master scale . The research has ascertained the Validity and the reliability of the measures by using the appropriate statistical procedures, the discrimination power has also been calculated by using the tow extreme groups of the tow measures. The research sample is (190) male and female college students at Babylon University according to sex and specialization. After data collection and statistical treatments the following results have been reached upon: 1. The means of helpless challenge response of college students are fair. 2. The student's levels approach oriented to master also fair. 3. There are no statistically significant differences in helpless challenge response according to specialization between Scientific and humanities in favor to Scientific specialization. 4. There are no statistically significant differences in Approach oriented to master between students of Humanities and Scientific specialization in favor to Scientific. KeywordsHelpless Challenge response, Approach oriented to learning response, comparison study, Human Sciences. Dr. Sadeq Kadhim Jrew, College of Education for Human Sciences/Babylon University, Iraq I. INTRODUCTION A. Search Problem HE motivation reflect on process that can provide emotional and cognitive and self - driven behavior by the kinetic energy and the orientation towards the completion of tasks and business ,the trend targets achieve more trends Search the importance and impact in the field of motivation in general and, in particular, achievement motivation, it is the basis on which it built a lot of field research in the conditions of school, work and sports behavior (Wentzel, 1997: 319). On this basis, the awareness of the field of individual differences lead to increased conviction of the importance of identifying patterns of response in the positions of achievement, so we can say that a lot of individual differences among students can be explained by the reasons for not returning to the intelligence and mental capacity (Tollefson, 2000 :153). The owners patterns response refer to that the response can consist of two tendency, approach on learning and avoid academic work, and adopted this idea (Elliot, 1999) pointed out that the pattern of response approach on learning associated set of processes positive outcomes such as persistence in the face of difficulties , deep processing of subjects, the increase enjoy academic work, the desire to self- development by improving the skills and possess adaptive attribution patterns and the desire to control the task, and long- term retention of information, while the pattern of response to the disability they are associated set of negative processes and products such as stop the effort in the face of difficulties, the surface treatment of subjects and decreased level enjoy the work and the realization of a low level of self-sufficiency (Elliot, 1999 :81). The response helpless and response approach on learning variation of achievement responses which describes the route of students to guide their cognitive and emotional behavior during their academic performance and make them choose from among the alternatives available to conduct what led to the achievement of these responses that determine the student's choice of assignments realizable, and has crystallized definitions of success and explanations achievement situations, and affect the choice of doing strategies and problem-solving, because they make him commit himself to reach important goals in life, which can be exploited for the time and make him feel good about oneself and life, in addition, it represents the Helpless Challenge Response and Approach Oriented to Master Response of Babylon University Students (Comparison Study) Dr. Sadeq Kadhim Jrew T 3rd International Conference on Management, Behavioral Sciences and Economics Issues (ICMBSE'2014) Feb. 11-12, 2014 Singapore 160

Transcript of Helpless Challenge Response and Approach Oriented to ...psrcentre.org/images/extraimages/36...

Abstract—As we are at the beginning of the third millennium,

our society is faced by great challenges such as the immense

explosion of knowledge. In order to comprehend such cognitive

information, our students should be enabled to employ such

information, it is thus, the responsibility of the educational

institutions, colleges represent the preparatory stage for the beginning

of the student's practical life.

When college policies are drown, student's objectives should be

the basics to be considered highly. The responsibility of employing

such objectives lies on the college institutions. Yet, these objectives

should be in tune with students tendencies and abilities from one side

and with the needs of the society from anther.

Thus, the aims of this research are:

1.Identifying the levels of college student in:

a. Helpless challenge response .

b. Approach oriented to learning response.

2.Finding out the statistically differences of Helpless challenge

response according to specialization.

So as to achieve the research aims, the searcher has build the

Helpless challenge response and Approach oriented to master scale .

The research has ascertained the Validity and the reliability of the

measures by using the appropriate statistical procedures, the

discrimination power has also been calculated by using the tow

extreme groups of the tow measures.

The research sample is (190) male and female college students at

Babylon University according to sex and specialization.

After data collection and statistical treatments the following

results have been reached upon:

1. The means of helpless challenge response of college students

are fair.

2. The student's levels approach oriented to master also fair.

3. There are no statistically significant differences in helpless

challenge response according to specialization between

Scientific and humanities in favor to Scientific specialization.

4. There are no statistically significant differences in Approach

oriented to master between students of Humanities and Scientific

specialization in favor to Scientific.

Keywords— Helpless Challenge response, Approach oriented to

learning response, comparison study, Human Sciences.

Dr. Sadeq Kadhim Jrew, College of Education for Human

Sciences/Babylon University, Iraq

I. INTRODUCTION

A. Search Problem

HE motivation reflect on process that can provide

emotional and cognitive and self - driven behavior by the

kinetic energy and the orientation towards the completion

of tasks and business ,the trend targets achieve more trends

Search the importance and impact in the field of motivation in

general and, in particular, achievement motivation, it is the

basis on which it built a lot of field research in the conditions

of school, work and sports behavior (Wentzel, 1997: 319).

On this basis, the awareness of the field of individual

differences lead to increased conviction of the importance of

identifying patterns of response in the positions of

achievement, so we can say that a lot of individual differences

among students can be explained by the reasons for not

returning to the intelligence and mental capacity (Tollefson,

2000 :153).

The owners patterns response refer to that the response can

consist of two tendency, approach on learning and avoid

academic work, and adopted this idea (Elliot, 1999) pointed

out that the pattern of response approach on learning

associated set of processes positive outcomes such as

persistence in the face of difficulties , deep processing of

subjects, the increase enjoy academic work, the desire to self-

development by improving the skills and possess adaptive

attribution patterns and the desire to control the task, and long-

term retention of information, while the pattern of response to

the disability they are associated set of negative processes and

products such as stop the effort in the face of difficulties, the

surface treatment of subjects and decreased level enjoy the

work and the realization of a low level of self-sufficiency

(Elliot, 1999 :81).

The response helpless and response approach on learning

variation of achievement responses which describes the route

of students to guide their cognitive and emotional behavior

during their academic performance and make them choose

from among the alternatives available to conduct what led to

the achievement of these responses that determine the student's

choice of assignments realizable, and has crystallized

definitions of success and explanations achievement situations,

and affect the choice of doing strategies and problem-solving,

because they make him commit himself to reach important

goals in life, which can be exploited for the time and make him

feel good about oneself and life, in addition, it represents the

Helpless Challenge Response and Approach

Oriented to Master Response of Babylon

University Students (Comparison Study)

Dr. Sadeq Kadhim Jrew

T

3rd International Conference on Management, Behavioral Sciences and Economics Issues (ICMBSE'2014) Feb. 11-12, 2014 Singapore

160

basic components of the plan and provide criteria for assessing

the effectiveness of behavior, so that she would predictor for

many of the processes and outcomes associated with the

collection (Entwistle, 2001:597).

Seen to the helpless response and approach response on

learning as a regulatory framework for the individual behavior

conduct in positions achievement identified ways to perceive

these positions, and provide the principles, standards and

criteria for the interpretation of the information and the

selection and evaluation of the behavior and help to

organization the prioritizing student, this was confirmed by

(Weiner), who believes that these patterns of response

represents the integrated pattern of beliefs, interpretations, that

make up the goals and purposes of the behavior (Weiner, 1985

:426).

It is clear from this that the pattern of response knowledge

plays a role to stimulating behavior achievement and move,

guidance, develop and maintain its continuity, hence the

researcher interest emerged to knowledge the differences

between the humanistic sciences students of the College of

Education and pure sciences students of the college of

education .

The study attempts to test the predictions of this theory in

the field of scientific competence (human sciences - pure

science) due to lack of adequate information in the Iraqi

environment, and the paucity of research dealing with the

concept of pattern of response (helpless , approach) at the

local and Arabic level , so the problem of current research is to

answer the following questions:

- Does the helpless response vary in humanistic science and

pure science education college.

- Does the approach on learning response vary in humanistic

science and pure science education college.

B. The importance of search

1. This research is a new addition to Arabic Studies in the

field of responses adopted by students in positions of

achievement.

2. This research is gaining importance of the importance of

a typical response addressed by the study of the educational

point of view.

3 The current search results can contribute to bring over the

attention of those the responses for development of education

in Iraq to the importance of the variables in current research .

4. This research can suggests research and other studies to

other researchers in this field.

II. SEARCH TARGETS

A. Current research aims to find out

1. Response pattern (helpless, approach on learning) among

the students of the Education College of Humanistic Sciences.

2. Response pattern (helpless, approach on learning) among

the students of the Education College of Pure Sciences.

3. Statistically significant differences in the pattern of

response (helpless, approach on learning) between the students

of the Education College of Humanistic Sciences and the

students of the Education College of Pure Sciences.

B. Find the limits:

Current search is determined by the students of Education

College in Human Sciences and pure science from academic

year (2013-2014).

C. Define the terms

1) Helpless response: is pattern of response which describes

individuals who are focused on themselves and avoid the

challenge during the completion of tasks.

2) Approach on learning response: is a pattern of response

which describes individuals who focus on trying to learn

what information they need to accomplish the tasks

successfully.

D. theoretical field

Helpless response and approach orientation to learning

response represents a variety of reasons for integration into the

task and provide different concepts of success, while the

students have with the helpless motivational styles

performance targets make them detractors of the level of their

abilities' in addition to a lack of confidence in their abilities,

realize their intelligence as a mental capacity characterized

stability, they have a pattern of disability is to avoid the

challenge and difficult problems they face after the failure

positions, use a simple learning strategies , the ability match

inversely with their effort and that results the emotional

patterns such as the threat of self-esteem and anxiety (Dweck,

2000 :360), and to experience failure for them means

reduction ability resulting in the beginning to worry and with

the increase in negative judgments about self shows

frustration, anxiety and depression, they have formed their

disability and the boredom from the task or reduce their value

and the lack of internal rewards with overlapping negative

emotions (Weiner, 1994 :498) They usually choosing for the

easy tasks to avoid the risk of mistakes and they less advantage

from stimuli in the educational situation and evade restrictions

teacher who find it difficult to use a variety of methods of

thinking and interfere their knowledge about the use of

fashion style to solve the problem, and focusing their attention

on one strategy to solve the problem seem less effective and

have a lower in strategies help seeking search (Tektaya, 2009

:251).

Students with mastery motivational styles orientation to

patterns of attribution ossification of seeing oneself, they are

actors faced and persistent to the problems and have the

determination to challenge difficult tasks to accomplish, they

believe that failure an opportunity to develop their abilities,

and realize the intelligence as a natural character can be

increased by learning and do not have the anxiety generated

easily, and the attribution style is seeking for challenge tasks

with continuing confrontation actors to show perseverance,

even in the circumstances of the failure and the effort

associated with ability because it is a way to master and is in

the emotional aspects such as positive feelings of reward and

pleasure and self-pride and self-reward, they are believe in

their ability to control the results and that effort is the

foundation of success and a means of evolution, it is a way to

activate the current capacity and develop the capacity needed

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in the future, the failure mean for them that the current strategy

is not suitable for the task and require review and

modification, as well as they follow the methods of self-

learning and self-control as methods to gain information, in

addition to that they are engaged in the adaptive response

models (Appelhans&Schmeck, 2002 :158).

A lot of studies refer to that people with driving methods to

control, they are busy learning with the intent to acquire

information and increase efficiency, , Understanding, learning

, problem solving, and learning new tasks is an aim in itself

and believe that the causes of success and failure materialize

by the effort and intelligence and mental ability factors

adjustable, they use positive phrase as an expression of self-

esteem and confidence in them, and so they are more aware of

the cognitive factors that lead to success, such as the effort and

the strategy used and to find new strategies to complete the

task, they have the will and the experimentation and less

negative emotions and want to perform the tasks challenging,

which is less threatening and more attractive to them, and

enjoy the learning process when they realize they learning

environment is conducive to their integration into tasks and

encourages a sense of personal responsibility, in addition to

the use of a range of study strategies working to improve their

understanding of the topics of learning (Middleton&Midgley,

1997 :712).

Dweik (1986)studied in this context, many of the emotional

and cognitive and behavioral effects consequences of the

disability believes among students, She adopted in her pattern

on the helplessness learning theory to (Seligman), and showed

that students with equal ability show one of two patterns

distinct of motivation response for them to the challenging

tasks where a failure is potential, some of them reveals

helpless response pattern for the academic challenge, who

focus on personal inadequacy, and is often attributed to

automatically issue that they lack the ability and express

negative emotion such as anxiety and boredom, while

described the other behavior of approach oriented toward

control for possible failure, they focus on the task not on their

abilities, and often express positive emotion as enjoyment of

the task (Dweck, 1986: 1043),

Although the students' with orientation performance does

not differ in their abilities, but they appear disability response,

to explain it to be taking other factors concern to varying

reactions when confronted the failure, one of these factors

proposed by (Dweck & Leggett, 1988) the so-called implicit

theory about the meaning of ability, as interpreted the

disability case among students according to the viewpoint of

entity theories, they believe that the ability fixed and cannot

be controlled, thus they are select performance targets to

improve their efficacy in the task, and explained the behavior

of students with approach on learning response accordance the

view point of incremental theorists, who assume that students

believe that the ability to be flexible and adjustable and are

subject to modifiability, so choose the learning objectives in

order to improve their efficacy of task (Dweck & Leggett,

1988: 264-265).

(Dweck, 19) explained attributed some educated for failing

of achievement to lack of effort (approach on learning styles),

and a lack of ability (disability patterns), therefore she has

been able to happened kind of integration between the

different types of attribution and behavioral and emotional

eventuation's in one stable model, , she was recently added to

her pattern beliefs of students for their intelligence, and I

assumed that they had realize the ability is something

relatively fixed, or it is something that is not fixed and is

subject to improvement, Students are those who believe that

their intelligence feature stable and consistent, they want to

demonstrate their abilities and take care that they are smarter

than the others (goal orientation relative ability), while

students who believe that intelligence adjustable and change,

they have the plan to develop the capacity and efficiency

(Elliott & Dweck, 1988: 7).

III. SEARCH PROCEDURES

Researcher will indicate to the procedures followed by in

order to achieve the goals of his research, ranging from the

description of the community indicators, , And the method of

sample selection, preparation and research tool, and

procedures for verification of the validity and reliability, and

statistical methods used in the search.

1. Research community: the current research community

consists of humanities science from the College of

Education students and Pure Science from the College of

Education students, morning preliminary study of the

academic year (2012-2013),

amounted (3794) students, distributed to (5) departments

of study in the College of Education for the Humanities

science and two departments in the college of Education,

for the Pure Science .

The number of students in humanities science is

(2822) students make up the ratio of (74%) of the original

community, the number of students in pure science is

(972) students constitute the ratio of (26%) of the original

community, and the Search community consists of (1627)

male constitute the ratio of (43%) of the original

community and (2167) female constitute the ratio of (57%

) of the original community.

2. Sample Search: In order to obtain a representative sample

of the community's original for current search, researcher

selected sample random method, as it amount (190)

students distributer to (141) students from in the College of

Education for the humanities science constitute the ratio of

(74%) from the sample, and (49) students from in the

College of Education for the pure science constitute the

ratio of (26%) from the sample.

3. Search Tool: In order to achieve the goals of the current

research, the researcher built a helpless and approach on

learning response scale as a tool to collect data for

research, Procedures were applied methodology used in

the construction and preparation of psychological tests

and measurements to make sure the validity and stability,

he is a comprehensive review of the literature and

previous studies related search tool such as (Ames &

Archer, 1988) study, and (Anderman & Midgley, 1998)

study, and (Pintrich, et al., 1993 study).

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162

As well as the researcher prepared a exploratory

questionnaire containing two open-end questions , the goal

of the first question to know the nature of the helpless and

approach on learning responses and among members of the

research community, And the goal of the second question to

know the behavior that can be done by the student indicative

of disability response and behavior indicative of approach on

learning response, the questionnaire was applied to a sample

of students numbered (40) students,

After obtaining a sample students answers to questions,

emptied the answers in the list of (35)phrases, and added the

phrases (7.11, 16 and 22.31) to scale with the help of

previous studies, thus the total number of items of the scale

became (40),phrases, (20) phrases measure the helpless

response and(20) phrases measure the approach on learning

response, then placed in front of each phrases three

alternatives are (always apply to, apply to sometimes, does

not apply to) given scores (3.2, 1), respectively.

For the purpose of checking the scale validity, the

researcher adopted two indicators for the validity, apparent

validity and construction validity, also checking the stability

of the measure in a way re-testing, as the value of reliability

(0.88) in helpless response, and(0.91) in approach on

learning response phrases.

Statistical methods: Researcher use the following

statistical:

• Chi-square: to extraction the statistical significance of

the agreement of experts to judge the validity of the items

scale.

• t-test for one sample: to finding significant differences

between the averages calculated from the responses of the

sample, and the average theoretical scale.

• t-test for two independent samples: to extract the

discriminatory power of the items of the scale and to verify

the third goal of the research goal.

• Pearson correlation coefficient: to calculate the

reliability coefficients of the scale.

IV. SEARCH RESULTS

The first goal: Identify response pattern (helpless, approach

on learning) among the students of the Education College of

Humanistic Sciences:

To investigation this goal was calculated arithmetic mean

and standard deviation for both responses (helpless, approach

on learning) of students of the education college of humanistic

sciences numbered (141) students, and use the t- test for one

sample to find significant differences between the averages are

calculated and hypotheses average, and will be displayed as

follows:

1. The results of the statistical analysis of the data showed

that the average scores of the research sample in helpless

response amounted (41.60) degrees, with a standard deviation

of (5.63) degrees, while the average for the hypothesis scale

(40) degrees, and to verify the significant differences between

the averages , researcher use t-test for one sample.

The calculated value of T amounted (3.40), a greater degree

of T tabular value amounted (1.96) degree of freedom

degree(140), and the level of significance (0.05), which means

that the average value calculated from the responses of the

sample greater than the average value of the hypotheses

measure in helpless response.

2. The results of the statistical analysis of the data showed

that the average scores of the research sample in approach on

learning response amounted (48.14) degrees, with a standard

deviation of (5.04) degrees, while the average for the

hypothesis scale (40) degrees, and to verify the significant

differences between the averages , researcher use t-test for one

sample.

The calculated value of T amounted (19.38), a greater

degree of T tabular value amounted (1.96) degree of freedom

degree(140), and the level of significance (0.05), which means

that the average value calculated from the responses of the

sample greater than the average value of the hypotheses

measure in approach on learning response.

The second goal: Identify response pattern (helpless,

approach on learning) among the students of the Education

College of Pure Sciences:

To investigation this goal was calculated arithmetic mean

and standard deviation for both responses (helpless, approach

on learning) of students of the education college of pure

sciences numbered (49) students, and use the t- test for one

sample to find significant differences between the averages are

calculated and hypotheses average, and will be displayed as

follows:

1. The results of the statistical analysis of the data showed that

the average scores of the research sample in helpless response

amounted (40.96) degrees, with a standard deviation of (4.38)

degrees, while the average for the hypothesis scale (40)

degrees, and to verify the significant differences between the

averages , researcher use t-test for one sample.

The calculated value of T amounted (1.54), a less degree of

T tabular value amounted (1.96) degree of freedom

degree(48), and the level of significance (0.05), which means

that the average value calculated from the responses of the

sample less than the average value of the hypotheses measure

in helpless response.

2. The results of the statistical analysis of the data showed that

the average scores of the research sample in approach on

learning response amounted (50.17) degrees, with a standard

deviation of (5.01) degrees, while the average for the

hypothesis scale (40) degrees, and to verify the significant

differences between the averages , researcher use t-test for one

sample.

The calculated value of T amounted (14.22), a greater

degree of T tabular value amounted (1.96) degree of freedom

degree(48), and the level of significance (0.05), which means

that the average value calculated from the responses of the

sample greater than the average value of the hypotheses

measure in approach on learning response.

The third goal: Identify statistically significant

differences in the pattern of helpless response between the

students of the Education College of Humanistic Sciences

and the students of the Education College of Pure Sciences.

To investigation this goal was calculated arithmetic mean

and standard deviation of helpless response of students of the

education college of humanistic sciences numbered (141)

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163

students and of students of the education college of pure

sciences numbered (49) students on helpless response scale,

the average calculated of student degrees in education college

of humanistic science amounted (41.60), with a standard

deviation of (5.63), while the average of student degrees in

education college of pure science amounted (40.96) with a

standard deviation of (4.38).

To verify the significant differences between the averages ,

researcher use t-test for two sample, the value of T calculated

amount (0.73)degree, less degree of T tabular value amounted

(1.96) degree of freedom degree (188), and the level of

significance (0.05), which means there is no statistically

significant differences in the pattern of helpless response

between the students of the Education College of Humanistic

Sciences and the students of the Education College of Pure

Sciences.

The fourth goal: Identify statistically significant

differences in the pattern of approach on learning

response between the students of the Education College of

Humanistic Sciences and the students of the Education

College of Pure Sciences:

To investigation this goal was calculated arithmetic mean

and standard deviation of approach on learning response of

students of the education college of humanistic sciences

numbered (141) students and of students of the education

college of pure sciences numbered (49) students on approach

on learning response scale, the average calculated of student

degrees in education college of humanistic science amounted

(48.14) with a standard deviation of (5.04), while the average

of student degrees in education college of pure science

amounted (50.17), with a standard deviation of (5.01).

To verify the significant differences between the averages ,

researcher use t-test for two sample, the value of T calculated

amount (0.88)degree, less degree of T tabular value amounted

(1.96) degree of freedom degree (188), and the level of

significance (0.05), which means there is no statistically

significant differences in the pattern of approach on learning

response between the students of the Education College of

Humanistic Sciences and the students of the Education College

of Pure Sciences.

V. CONCLUSIONS

From the results of current research, the researcher

concludes the following:

1. The students of educational college adopt approach on

learning response a greater than degree of helpless

response.

2. The educational and didactic programs, in spite of the

circumstances that witnessed Iraqi society in recent years,

and its implications, they were able to develop a response

approach on learning.

3. Cultural communication and information revolution has led

to a rise in awareness, which led to an increase in the trend

towards the adoption of response approach on learning.

VI. RECOMMENDATIONS

From the results of current research, the researcher

recommends the following:

1. Educating students need to take care of the importance of

adopting response approach on learning and the

feasibility of its use in teaching and learning process.

2. It is necessary to known those in charge of the

educational process and the teaching staff and students of

the importance of learning for learning in itself.

3. The need to care for college students through the media,

and civil society organizations, religious institutions, and

political, in order to maintain the levels of approach on

their learning and development they have.

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