The Relationship between Perceptions of intelligence, Motivational Beliefs and academic Achievement of Secondary School Students in Bahir Dar City administration

Kassa Alamrew

dc.contributor.author	Kassa Alamrew
dc.date.accessioned	2018-01-18T03:54:36Z
dc.date.available	2018-01-18T03:54:36Z
dc.date.issued	2012-01-18
dc.identifier.uri	http://hdl.handle.net/123456789/8560
dc.description.abstract	The purpose of this study was to investigate the relationship between perception of intelligence, motivational beliefs and academic achievement of secondary school students. To this end four research questions were raised to guide the study: what is the level of students' perceptions of intelligence and motivational beliefs?, is there relationship between perception of intelligence, motivational beliefs and academic achievement as measured by students semester average score?, is there mean score difference between male and female students in perception of intelligence, motivational beliefs and academic achievement as measured by students semester average score and do perceptions of intelligence and motivational beliefs predict academic achievement?. A total sample of 254 secondary school students in Bahir Dar City Administration of grade 9 and 10, of which 131 are females and 123 are males were selected using stratified random sample methods. A5-point likert .: type rating scale questionnaire was used to gather data to examine the students' perception about their intelligence and their motivational beliefs. First semester average score of students was assessed from record office of the schools to determine their academic achievement. One-sample t-test, pearsons correlation, independent t-test and multiple regression were computed to analyze the data. The finding of the study showed that Bahir Dar city secondary schools students had significantly high· level of intrinsic motivational belief and incremental perception of intelligence. However, student's entity perception of intelligence was found .significantly low level. The pearsons correlation revealed that there was a positive significance relationship between intrinsic motivational belief and academic achievement;'. incremental perception of intelligence and academic achievement and entity perception of intelligence and extrinsic motivational belief In contrast extrinsic motivational belief and academic achievement, and entity perception of intelligence and academic achievement had negative significance relationships. However, there is no significant relationship between extrinsic motivational beliefs and incremental perception of intelligence. The independent sample • t-test revealed that there was significance difference between male and female students in intrinsic motivational beliefs and incremental .perception of intelligence mean scores. Meaning the intrinsic motivational belief and incremental perception of intelligence of female secondary school students had higher mean score than males. Interestingly, the study showed that there was no significance difference between male and female students in academic achievement, entity perception of intelligence, and extrinsic motivational belief In addition it was found that only incremental perception of intelligence "positively predicts students' academic achievement. However, extrinsic motivational belief was negatively contributes for academic achievement of students. Therefore, teachers and parents should encourage students to develop their incremental perception of intelligence and intrinsic motivational belief so as to improve students' academic achievement.	en_US
dc.language.iso	en_US	en_US
dc.subject	psycology	en_US
dc.title	The Relationship between Perceptions of intelligence, Motivational Beliefs and academic Achievement of Secondary School Students in Bahir Dar City administration	en_US
dc.type	Thesis	en_US