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dc.contributor.advisorPrentice, Garryen
dc.contributor.authorChouikrat, Kamelen
dc.date.accessioned2014-01-28T16:32:02Z
dc.date.available2014-01-28T16:32:02Z
dc.date.issued2013
dc.identifier.citationChouikrat, K. (2013). The role of motivational style, self-esteem, academic stress, gender and student’s expectations in predicting academic outcomes. Batchelor's Final Year Project, Dublin Business School.en
dc.identifier.urihttp://hdl.handle.net/10788/1619
dc.description.abstractThis study examined the role of extrinsic and extrinsic motivation, stress, self-esteem, gender and students’ expectations in predicting academic outcomes. Participants were DBS psychology freshman (N= 75: Male, N=149: Female). All participants completed intrinsic and extrinsic motivation questionnaire, academic stress scale, and self-esteem scale. In general, participants reported strong intrinsic motivation orientation than extrinsic motivation styles. However, Female students were significantly motivated in term of fear of failure (t (222) = -4.81, p < .001); authority expectations (t (222) = -2.03, p = .043); peer acceptance (t (222) = -2.50, p = .013). Results showed significant gender differences in stress (t (222) = - 2.680, p = .008) significant difference in students’ expectation in term of data analysis result (t (201) = 12.906, p < .001) and overall average result (t (201) = 14.956, p < .001).but no significant gender differences in self-esteem. In the first predictive model power motivation (β =.204, p = .009), self-esteem (β =.181, p = .034) positively influenced data analysis performance. Whereas authority expectation had negative significant correlation these results (β = -.234, p = .007). In the second model power motivation (β =.186, p = .018), academic stress (β =.171, p = .045) positively affected end of year overall average performance, but negative results were significantly associated with authority expectation (β =-.216, p = .014). Both models significantly explain data analysis results (Adjusted R-sq. = .078; F (10, 182) = 2.62, p = .005), and end of first year overall average results Adjusted Rsq. = .064; F (10, 182) = 2.30, p = .014). The findings provide greater insight into the psychological factors influencing first year undergraduate psychology students’ performance when entering university. Author keywords: motivation, intrinsic, extrinsic, stress, self-esteem, expectations, academic performanceen
dc.language.isoenen
dc.publisherDublin Business Schoolen
dc.rightsItems in Esource are protected by copyright. Previously published items are made available in accordance with the copyright policy of the publisher/copyright holder.en
dc.rights.urihttp://esource.dbs.ie/copyright
dc.subjectPsychologyen
dc.subjectIndustrial psychologyen
dc.titleThe role of motivational style, self-esteem, academic stress, gender and student’s expectations in predicting academic outcomesen
dc.typeFinal Year Projecten
dc.rights.holderCopyright: the authoren
dc.type.degreenameBA (Hons) in Arts in Psychologyen
dc.type.degreelevelBA (Hons)en


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