European Academic Research, Vol

Adolescence marks the transitional stage from childhood and adult hood. It is a stage when there is tremendous growth in the child’s physical , emotional , social and academic aspects. Education system should emphasis on the development of the adolescent in an achievement motivated manner for a well developed society. The study revealed that socio economic variables are positively correlated to achievement motivation . The relationship between socio economic variables and achievement motivation is higher in boys than girls. Urban students show high relationship to socio economic variables and achievement motivation when compared to rural students; and students of private schools shows higher relation ship between socio economic variables and achievement motivation in the case of government school students.

Journal of Social Sciences, 2005

KEYWORDS Educational advancement; Scheduled Castes; performance and socioeconomic background ABSTRACT Undisputedly, education holds the master key to socioeconomic development and as a matter of fact, it has been regarded as the engine of development. In the context of Indian society in general and the socioeconomic milieu of Orissa in particular which is characterised by caste discrimination, skewed income distribution and the attendant social conflict, educational factor is perceived as a prime factor in the direction of social mobility and potent leveller of social inequality. Preparation to placing a monitor to effective measure the ingress of education in a given society, one must reckon with the degree of educational achievements of disadvantaged section and the factor influencing it. The article makes an honest attempt to set forth some of the prime factors influencing the educational achievement of Schedule Caste vis-à-vis General Caste in order to have a comprehensive understanding of the dynamics of the process for the end purpose of policy formulation.

IIP Series, 2024

State Institute of Education, U.P., 2022

The present investigation is confined to the college students studying in arts and science colleges in the Cuddalore district of Tamil Nadu. The study is confined only to a sample of 250 students. For the present investigation, we adopted a normative survey as a method. The dependent variable selected by us is the achievement motivation of College students. For this, we used the achievement motivation test constructed by Patiala and it consists of 25 items. The independent variable we use six bio-institutional variables they are gender, locality, management, parents' education, year of study, and major.In the finding college students have a high level of achievement motivation score. So the college should provide adequate facilities to maintain their achievement motivation for improving their status. The finding shows that the male students and year of student need achievement motivation through proper guidance by the teacher and parents.

PLOS ONE, 2020

Social and economic factors are commonly examined as contextual variables that predict academic achievement, apart from the educational environment. In India, a major segment of the socioeconomic status of students comprises the governmental stratification of population into three broad classes, viz., scheduled castes/tribes (SC-ST), other backward classes (OBC) and general class (GC). In this study, we examined the association of these governmental classes with the academic performance of Indian adolescents who enjoy the same school environment. Psychological measures of self-esteem and life satisfaction as well as demographic variables such as gender, age and family income were also examined as covariates. The study was conducted on a convenient sample of 858 students of X and XI grades. Based on multilevel regression models, the relationship between governmental classes and academic performance was significantly positive, wherein higher level of class predicted better academic performance. The study highlighted that students from the same school environment performed differently based on their social status and that this difference was not a function of their family income, thus pointing to potential role of non-economic aspects of the governmental stratification including caste affiliation. The findings indicate the need for further examining as well as planning to improve the aspects of students' social status that impact academic performance.

EDUQUEST AN INTERNATIONAL REFEREED JOURNAL IN EDUCATION ISSN: 2277 - 3614 Vol.6, Issue:I January-June, , 2017

Achievement motivation among the student of higher education level has been considered as a vital factor for the improvement of the education system and thus it has got on unshakeable place in research area. One way ANOVA were used to analyse data. The findings revealed that most of the students i.e. 98% possessed average motivation (63.5%) to above average motivation (15.5%), very few students i.e. 20.1% possessed below average achievement motivation and almost negligible percentage of students i.e. .9% showed low achievement motivation. There is no significant difference in Achievement motivation among UG & PG Students with respect to Gender, Level of Education, and tuition status, Family Income. There is significant difference in achievement motivation between the students with regard to their habitat.

Academic Achievement is one of the most important goals of the students in their academic life. This study is an attempt to show Academic Achievement based on Gender, Locality, and Caste of the students studying under the West Bengal Board of Secondary Education. The sample consists of 614 students (appeared in Secondary Final Exam, 2019) from a few districts of WB. The Ex post facto method was used for the present study for data collection. The researcher used a cluster sampling method to identify the candidates and their results were used as data of this study. "t" test was used to measure the significance of the difference between the mean scores of the student"s sex-,localityand caste-wise. The study revealed that there is a significant difference of mean achievements between the rural & urban students; boys and girls; and general caste & backward caste students. The results of the study were verified by the triangulation method using the opinions (of the responsible persons living in the vicinity of schools where from the results were collected) on the educational scopes enjoyed by different sections of the students in WB schools.

Achievement in simple terms means proficiency of performance in the given skill or section of knowledge. Academic achievement means performance in the field of academics. Achievement motivation is the most important factor in successful accomplishment of desired goals in any field. Achievement Motivation has significant relation to individual development as well as to the progress of the nation. For an individual, achievement motivation is significant psychological system that stirs self-achievement and promotes individual development. The investigator has executed survey method in view of realizing the objectives of the study. The population for the present study has been identified as 400 students, in Ariyalur district of Tamil Nadu. The population has been further limited to the high school students who are studying at the high school students who are in 9 th standard. Using simple random procedure from the list of schools the researcher identified. The rural resident high school student's achievement motivation mean scores are higher than the urban resident high school students. The joint family high school student's achievement motivation means score is higher than the nuclear family high school students. The educational administrators, educators, teachers and parents should concentrate to improve the high school student's achievement motivation for their school scholastic success and success in their life.

The present paper attempts to study the level of achievement motivation among male and female ICDEOL and IGNOU teacher trainees of Himachal Pradesh. Achievement motivation inventory developed by Dr. J.P. Srivastava was administered on a sample of 200 teacher trainees selected through random cluster sampling technique from ICDEOL and IGNOU teacher training institution. To analyze the achievement motivation scores of male and female students belonging to ICDEOL and IGNOU groups t-test is used. The results indicated that there is significant difference in Academic Motivation of ICDEOL and IGNOU Teacher Trainees.

This paper explored the academic achievement of tribal and non-tribal adolescent students' in secondary schools of Kashmir division. Sample was comprised of 564 students randomly selected from three secondary schools. Academic achievement was obtained from the school records of the sample students. Gender wise and category wise comparisons were done using mean, S.D. and independent samples t-test. Results showed that tribal and non-tribal adolescents differ significantly on the measure of academic achievement at 0.001 level. Non-tribal adolescents were found to have a higher level of academic achievement than tribal students. The study also revealed that there is no significant difference between male and female adolescents on the measure of academic achievement.

Journal of School Social Work, 2012

Achievement Motivation is an important ability that determines what a person can do and a motivation determines what a person will do. Thus motivation plays an important role in improving the level of performance. Here in this paper, it aimed to explore the actual relation between Achievement Motivation and Academic Achievement of the Secondary level students in Uttar Dinajpur District. The investigators adopted Deo-Mohan Achievement Motivation Scale (2011) to examine the Achievement Motivation and collected the final result of previous year of the secondary level student for Academic Achievement. The investigators analysed the collected data with Pearson's correlation method to explore the correlations. The present study found the non-significant relationship between Achievement Motivation and Academic Achievement of the students of Uttar Dinajpur District. A positive correlation (r = .06) between Achievement Motivation and Academic Achievement was found among the total samples specially among the girls (r = 0.147), urban (r = 0.032) and rural (r = 0.077) students and a negative but negligible correlation (r =-.042) was found among the boy students.

Achievement Motivation is the readiness of an individual to fulfill a planned objective, a strong motive characterized by ambition, high level of energy and a strong desire for independence. It creates a path way for passion that provides meaning and a clarified sense of identity that develops goal commitment, strategic intent and feeling of empowerment. Students are the builders of future nation and the world itself and they need enough motivation for their studies, so that they will work hard and develop positive attitude for their future studies and works. The present study aims to find out the extent of Achievement motivation among secondary school students and the study was conducted on 525 secondary school students. The results revealed that the level of achievement motivation among secondary school students in Kerala is not at all satisfactory; locale and type of management interact together to influence Achievement motivation and the three-way interaction of gender, locale and type of management on Achievement motivation is significant.

International Journal For Multidisciplinary Research, 2023

The present study investigated the achievement motivation of senior secondary school students in relation to their locality and academic stream. A total of 200 students comprised of 100 rural (50 Science & 50 commerce) and 100 urban (50 Science & 50 commerce) students selected randomly from ten senior secondary schools of Bareilly district. Achievement Motivation Test (Ach.MT) developed by Dr. V.P. Bhargava ( ) was administered on the sample to assess the achievement motivation. Two way ANOVA was used to analyse the data. The results revealed that locality and academic stream of students had highly significant effect on achievement motivation, but there was no significant interaction effect of locality and academic stream on achievement motivation of senior secondary school students.