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This research assessed the relationship between Achievement Motivation and Anxiety of Teenage Students. The samples were selected using purposive sampling from secondary schools. The two standardized questionnaires were used to measure anxiety and achievement motivation. The statistical analysis was conducted using t-test, ANOVA and correlation. Th...
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... this study the correlation co-efficient was worked out in order to understand the relationship between anxiety and achievement. The results indicated that anxiety has negatively relation with achievement motivation (Table 1). It portrays that increase in anxiety leads to decrease in achievement motivation and vice versa. ...Similar publications
Purpose: The purpose of this study was to assess the implementation of school improvement program (SIP) in secondary schools of Assosa zone. Methods: Descriptive survey design was employed. The size of the population was 316 which consisted of 302 teachers and 14 school principals. Of these, 177 respondents were taken into the sample using stratifi...
Citations
... Results of desire oven. 27 And Hussein Hussein a man and a man 28 is consistent. But the Ylkylakan et al. 29 stated that emotional intelligence can predict academic progress of students. ...
With all of the difficulties and problems that arose during COVID 19, pandemic students endured a period of demotivation as a result of the lack of understanding surrounding the situation, as no one has ever experienced anything like it before and everything seems to be grim to them. Thus this study was conducted to see how stress and anxiety have impacted achievement motivation levels. A total of 70 students between ages of 17-20 were selected by stratified random sampling. The objective was to study the effects of perceived stress and anxiety on achievement motivation. Also to study the relationship between perceived stress and achievement motivation and anxiety and achievement motivation of students. Perceived stress scale (PSS), Beck Anxiety Inventory (BAI), and Achievement Motivation Scale (AMS) was used to measure perceived stress, anxiety, and achievement motivation. Students with high and medium levels of stress have low achievement motivation, while students with low achievement motivation have a low level of anxiety, according to the findings. Anxiety has no impact on motivation; however stress has a substantial impact. According to the study, stress has a significant negative link with academic motivation. Male students were also found to be more stressed than female students, whereas female students had higher anxiety levels than male students. While there was no significant difference in accomplishment motivation between male and female students, there was a significant difference in achievement motivation between male and female students.
