SciELO - Scientific Electronic Library Online

 
vol.9 issue1Mind the gaps: Professional perspectives of technology-based teaching and learning in the Foundation PhaseA modified analytical framework for describing m-learning (as applied to early grade Mathematics) author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


South African Journal of Childhood Education

On-line version ISSN 2223-7682
Print version ISSN 2223-7674

Abstract

YIGA, Sarah I.N. et al. Profile of factors influencing academic motivation among grade 6 and 7 learners at a state school. SAJCE [online]. 2019, vol.9, n.1, pp.1-5. ISSN 2223-7682.  http://dx.doi.org/10.4102/sajce.v9i1.623.

BACKGROUND: Academic achievement is influenced by a system of internal and external stimuli. Internal stimuli include interest, willingness and academic motivation. In South Africa, efforts to improve the quality of education have mostly focused on the provision of physical resources rather than emotional resources. AIM: The aim of this study was to determine the profile of four factors, namely, teacher style, role models, home environment and peer influence that can influence the academic motivation of grade 6 and 7 learners. SETTING: A parallel-medium primary state school in an urban part of Bloemfontein, Free State. METHODS: This was a cross-sectional observational study. Data were collected using an anonymous, self-administered questionnaire completed by the learners. The questions captured demographic data and measured the four categories of factors. RESULTS: Overall, 115 out of 202 learners participated (response rate 56.9%). Almost all learners felt that their teachers encouraged them to do their best (96.5%), but 61.3% felt they could not confide in their teachers with personal problems. Most learners had a role model (93.8%), and 70.9% expressed that the role model's hard work was the reason for their admiration. Most learners felt that they were surrounded by supportive people (83.0%) and had a good study environment at home (80.5%). The majority of learners had a group of friends with whom they felt they belong (90.3%), and they could confide in their best friends with personal problems (61.6%). CONCLUSION: Teacher style, peers and home environment scored high as important factors for academic motivation.

Keywords : academic motivation; factors; teacher; role model; home environment; peer.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License