Effect of Self - Motivation On Academic Performance of Students of Woman University of Azad Jammu and Kashmir Bagh
Effect of Self - Motivation On Academic Performance of Students of Woman University of Azad Jammu and Kashmir Bagh
Effect of Self - Motivation On Academic Performance of Students of Woman University of Azad Jammu and Kashmir Bagh
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RESEARCH PAPER
Effect of Self -Motivation on Academic Performance of Students of
Women University of Azad Jammu and Kashmir Bagh
1Sadia Khan*, 2Darakhshan Siraj and 3Mehvish Mushtaq
1. Assistant Professor, Department of Education, Women University of Azad Jammu & Kashmir
Bagh, AJ&K, Pakistan
2. Lecturer, Department of Education, The Islamia University of Bahawalpur, Punjab, Pakistan
3. M.Phil. Scholar, Department of Education, Women University of Azad Jammu & Kashmir Bagh,
AJ&K, Pakistan
*Corresponding Author khansadia527@gmail.com2
ABSTRACT
This study was conducted to examine the effects of self-motivation on academic
achievements of the students. The research population encompassed undergraduate
students enrolled in various social sciences departments at Women University of AJ&K
Bagh. Using a simple random sampling technique, a representative sample of 326 students
was selected for the study. To assess the level of self-motivation, respondents completed a
standardized questionnaire developed. Data was analyzed using correlation and
regression analysis. The results of the study revealed a significant effect of self-motivation
on academic performance of university students. These results contribute significantly to
the existing body of knowledge and carry implications for educational institutions. The
study emphasizes the importance of addressing and nurturing self-motivation to enhance
the academic performance of students. By shedding light on the interplay between self-
motivation and academic outcomes, this research adds to the scholarly discourse and
supports educational institutions in devising strategies to encourage students' self-
motivation and, consequently, their academic achievements.
creativity, effort, and achievements are notably predicted by their levels of self-motivation.
Self-driven students typically exhibit greater consistency and diligence in their academic
endeavors, resulting in higher grades, heightened academic confidence, and greater overall
satisfaction with their educational experiences. Self-motivated learners are more likely to
employ effective learning strategies and engage in self-directed learning behaviors. They
take ownership of the educational process, define learning objectives, and utilize strategies
such as goal-setting, time management, and self-assessment to remain focused and achieve
their goals (Jabba &Hussin, 2018; Zimmerman, 2002).
Literature Review
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According to Locke and Latham (2002), self-motivation is the ability to generate and
sustain the desire, energy, and responsibility necessary to achieve one's goals. The ability
to take charge of one's own life, set goals, and achieve them via conviction, effort, and
adaptability is known as self-motivation.
When students are really interested in the subject and feel that it is essential, they
are likely to demonstrate higher levels of dedication and put up the necessary effort to
achieve academically.Natural surroundings have a big role in self-motivation in a neutral
context. According to research, students who create precise, challenging, and attainable
goals will typically outperform those who require clear targets (Locke & Latham, 1990).
Setting goals helps students maintain their composure, concentrate on tasks, and focus their
efforts on achieving academic success.
In Pakistani women's institutions, Ali and Ahmed (2017) discovered that students'
motivation had a significant influence on how well they performed academically. The
analysis found that motivation, as opposed to insight or financial situation, was a preferred
determinant of academic execution. Ismail, Ain, and Jusoh (2019) discovered that the use
of gasification in learning increased students' motivation, which significantly influenced
their academic performance.
Schunk and Zimmerman (1997) found that self-motivated students often set higher
academic goals for themselves and were more tenacious in pursuing those goals.
Compared to those who required self-motivation, this diligence led to superior academic
achievement. In addition, Deci and Ryan (1985) found that students who were naturally
motivated or inspired by their own benefit and happiness with the subject would typically
have higher academic achievement compared to those who were extraneously persuaded
or motivated by external factors like grades or rewards. Self-motivation has also been
demonstrated to significantly influence other aspects of academic performance, such as
involvement and support in class, in addition to academic performance.
Mascret et al. (2015) found that self-persuaded students were more likely to attend
class regularly and participate actively in class discussions, which led to greater academic
achievement. In addition, self-motivation has also been considered a sign of academic
advancement in higher education. Additionally, self-motivated learners must take part in
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academic tasks and have a feeling of responsibility for their own learning (Wentzel 2016;
Simpkins et al., 2015).
Research Hypotheses
Table 1
Population and selected sample for study
Sample Size 50% From Each
Department M.A B.S Total
Department
Education 47 234 281 140
English 24 119 143 72
Economics 24 61 85 42
International
16 66 82 41
Relations
BBA 62 62 31
Total 111 525 653 326
Research Instrument
Risk taking
Setting goals
Self-efficacy
Self confidence
Managing time and being organized
Reliability is a statistical concept that deals with how consistent the results are when
you measure something repeatedly. In this study, 30 participants were selected from the
population for pilot testing. Results are presented in the table 2:
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Table 2
Reliability Statistics
Cranach’s Alpha No. of Items
.73 30
Results shows that value of Cronbach’s alpha is .73 which is greater than .70 so the
instrument was considered reliable for further study.
Table 3
Descriptive statistics of the Study Variables
N Minimum Maximum Mean Std. Deviation
Self-Motivation 326 40.00 118.00 85.83 11.76
CGPA 326 2.00 4.00 2.99 .79
Table3 summarized the descriptive statistics for the CGPA and self-motivation by
providing the Minimum, Maximum, Mean and Standard Deviation for the constructs
under study. Similarly our main variable of interest is self-motivation the index for the
students CGPA attributes that we develop in the study takes the value ranging from a
(M=2.00 ) to the maximum of 4.00 with the standard deviation .79 the lower standard
deviation of the CGPA shows that our data do not suffer from the problem of highly
dispersion.
Table 4
Pearson Correlation Coefficient between Effect of Self-motivation on Academic
Performance
Variables M SD r P
Students’ Academic Performance (CGPA) 2.99 .79
.690 .000
Self-Motivation 85.83 11.76
P<0.001
The results in table 4 showed that there is a positive strong relationship (r=.690,
p<.001) between the students self-motivation and their CGPA obtained by them. Thus the
Null Hypothesis, is rejected at 1% Level of Significance.
Table 5
Regression Coefficients for Effect of Self - Motivation on Academic Performance of
students
Variables Coefficients(β) Β Standardized t p
Constant 8.687 11.231 .000
Self-Motivation 1.425 .568 3.983 .000
The results shows that effect of self-motivation is statistically significant as t =3.983
and p<0.01(as p value is less than 0.05 and t value is greater than2) with expected positive
sign which implies that self-motivation is positively related with the academic
performance. Hence, null hypothesis “there is no significant effect of self-motivation of
master level students on their academic performance “is rejected. Moreover on average 1
percent increase in self-motivation will result in .568 percent increase in the academic
performance. The overall regression model summery is presented in the following table 6
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Table 6.
Summary of Regression Model
R Square Adjusted R Square F df P
.623 .528 15.235 325 .000
From table 6 it is evident that a significant variation in dependent is explain by the
independent variable F (325) = 15.235, p<.05. The coefficient of determination (R
Square)was.623, indicating that 62% of the variance in CGPA can be explained by self-
motivation. Additionally, the adjusted R Square of .523 suggests that the model
encompasses 52% of the variance in the dependent variable. These findings underscore self-
motivation as a noteworthy predictor of CGPA, with the regression model demonstrating
a reasonably good fit to the data.
Discussion
The main goal of this study was to examine how self-motivation relates to students'
academic performance, which we measured using CGPA. Our findings showed a clear and
strong positive connection between self-motivation and CGPA. This discovery aligns with
earlier research that consistently highlights the significant role self-motivation plays in
shaping students' academic success (Deci& Ryan, 1985; Pintrich& De Groot, 1990).
Furthermore, the results of the regression analysis indicate that the model, which
includes self-motivation as a predictor of CGPA, fits the data reasonably well. The adjusted
R Square value remained .623, indicating that the model effectively explains 62% of the
variance in CGPA scores while accounting for the complexity of the model. This
underscores the significance of self-motivation as a predictor of academic performance,
corroborating previous research that has highlighted the role of personal motivation in
students' scholastic achievements (Connell & Wellborn, 1991; Elliot & Church, 1997).
The study also evaluated the practical significance of the self-motivation effect on
academic performance. The results indicated that a 1% increase in self-motivation is
associated with a .568% increase in CGPA. This result underscores the practical importance
of self-motivation in contributing to students' academic success. These findings concur with
studies that have emphasized the cumulative impact of motivational factors on students'
educational outcomes (Meece et al., 2006; Wolters, 2003).
The results of this study offer substantial empirical evidence to confirm that self-
motivation plays a crucial role in predicting the academic progress of students at the
Women university. The evidence generated through this research aligns with prior studies
that have emphasized the positive relationship between self-motivation and academic
achievements. These findings have important implications for educational institutions,
suggesting that fostering and nurturing students' intrinsic motivation can lead to enhanced
academic success.
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Conclusion
The aim of this research was to investigate the correlation between self-motivation
and the academic achievements of students enrolled at the Women University of AJ&K.The
findings offer significant insights into the interplay between self-motivation and academic
performance, particularly among under recognized students at the university. Moreover,
the study's results highlighted that self-leadership exerts a notable positive influence on
students' academic performance.
Recommendations
2. It is also recommended for the universities that they should offer workshops or
training sessions on effective goal-setting strategies can empower students to lay
out clear objectives for their academic pursuits. This can help them channel their
self-motivation into focused efforts, resulting in better academic outcomes.
3. It is recommended that the teachers should actively work to enhance students' self-
efficacy beliefs. Providing constructive feedback, acknowledging students' efforts,
and highlighting their successes can contribute to the development of a strong sense
of self-belief, which positively impacts academic performance.
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