Introduction
The problem of reducing the motivation of high school students may be associated with early factors that influence the formation of attitudes toward learning. In this regard, considering various content theories can be useful in studying how much people’s motivation can be regulated and how it can be increased. Studying various literary sources is necessary to understand in more detail the essence of the formation of students’ motivation and why this indicator may decrease. This approach will also provide an opportunity to develop new ways to further increase high school students’ motivation.
Significance of the Research Topic
The research topic “Motivation and Academic Achievement in High School Students” is important because its study allows us to identify the main factors that determine student performance. The importance of the topic is also emphasized by the fact that high school students often go through difficult periods of growing up, and this stage is a major one in their lives. Accordingly, students must be motivated to learn in order to acquire the knowledge to obtain further education and ensure a decent standard of living. Furthermore, establishing the link between motivation and academic learning can create a positive environment for better learning outcomes. As a result, it allows for improved teaching practices and increased student engagement.
Theoretical Orientation for the Research Concept
Many factors, such as competence and awareness, determine the standards of the psychological profession. Psychologists are capable of fully assessing any situation in a comprehensive manner. At the same time, it is critically important for a person of this specialty to study modern evidence-based literature to be familiar with all the latest innovations in the field of psychology. An essential source for this can be the theoretical developments of scientists that psychologists can apply in their work.
Maslow‘s Theory
One of the theories of content that is important and necessary for research is Maslow’s Hierarchy of Needs. This theory assumes that all people are motivated by a hierarchical system of their needs that are arranged in a certain way (Floyd, 2021). For example, the most basic and vital needs are for food and a place of residence. This theory relates to the topic of high school students’ motivation since academic success can be due to different levels of needs and their presence or absence. Thus, students who have only basic needs met can be more motivated to study to provide themselves with higher material needs.
Alderfer’s Theory
Another critical theory is Alderfer’s ERG theory, which is similar to the previous one in that it emphasizes human needs. However, instead of a hierarchically structured system, this theory suggests three levels of needs: Existence, Relatedness, and Growth (Moosa & Aloka, 2023). The first category also refers to physiological needs, the second covers the areas of socialization, and the last is what is essential for self-realization and growth. This theory is directly related to the topic of research, as it can link the levels of needs with the motivation of students to study better.
Herzberg’s Theory
Herzberg’s Motivator-Hygiene Theory is the third concept under consideration, which focuses not on levels of need but on motivation and hygiene factors. In this context, the latter term implies wages and job security (Ibrahim et al., 2023). This makes this theory directly related to issues of academic achievement. Suppose one finds out the factors that affect students during training. In that case, drawing up an intervention plan to improve motivation will be possible. The lack of necessary resources, which is indicated by hygiene factors, can be reflected in a loss of motivation and become a distraction.
Self-Determination Theory
For research, it will also be helpful to single out Self-Determination Theory from the Macro/Umbrella category. In this theory, the leading role is played by the innate psychological needs of a person, the failure to achieve, which can cause insufficient motivation in life (Sun et al., 2019). The main concepts of this provision are kinship, competence, and autonomy. Thus, it can be traced to the extent to which students who are deprived of all or one of the elements experience insufficient motivation.
Literature Review
Importance of Theoretical Framework
Many researchers are studying the reasons for the decrease in motivation among university students. It is important to understand how this parameter can be positively influenced. Scientists Datu and Yang (2021) pay great attention in their study to the fact that with a decrease in motivation, students can experience increasing anxiety. In this regard, the factors that affect the decrease in motivation can also be considered side causes of anxiety. In a sample of 393 Filipino high school students, a significant portion of this depression was observed by researchers (Datu & Yang, 2021). However, it remains an essential question to what extent the absence of any of the need factors in the context of the considered theories can affect academic performance.
High school students’ motivation can be closely intertwined with how their needs are met. The Datu & Yang (2021) study identifies the relationship between cheerfulness and academic achievement. However, it is necessary to resort to the study of applying theories of need, which can address the factors of demotivation. The practical scope of the project can be explored through the study of needs theory.
Floyd (2021) conducted a study showing how the needs identified by Maslow’s theory can influence student performance. Hierarchical needs are important to students because they can help them feel more comfortable. High school students tend to focus less on achieving academic success if they constantly consider different needs (Floyd, 2021). Thus, the influence factor in the form of primary and secondary needs can reduce motivation as it interferes with academic performance.
Increasing student motivation may involve some practices needed to ensure a more productive academic life. Cho et al. (2019) explore the problems of disseminating charitable information in terms of the desire and motivation of students. The practice of volunteering and incorporating students into interest groups can be of great help in motivating and giving meaning to student actions.
Ibrahim et al. (2023) argue that Hertzberg’s Two Factor Theory may also be necessary for teacher practice to motivate students. Suppose both aspects of motivation and hygiene affect certain moods and can significantly impair the desire of teachers to teach. In that case, this will also affect students.
Role of Data Collection Tools
In studying student motivation, it is important to pay attention to the tools with which data will be collected. Researchers Paul (2022) and Berdida (2023) indicate the extreme effectiveness of using questionnaires to collect data among students of different ages. Since high school students are sufficiently conscious, they can independently complete the questionnaires to determine their motivation and interest level.
At the same time, Bulut et al. (2020) point out the relevance of using case studies as one of the ways to collect data. This method is more suitable for studying individual incidents in schools, but can be adapted as an auxiliary tool for questionnaires. Thus, synthesizing the two methods will allow more comprehensive access to all vital information regarding students’ motivation to learn.
Student vs. Teacher Motivation
Significant aspects can be added to the study of student motivation by comparing this indicator with the interests of teachers. This topic can be explored in detail by examining studies similar to the leading source by Datu and Yang. Scholars Ten Hagen et al. (2022) and Frommelt et al. (2023) explore how teacher involvement can affect students and the quality of education. Their research data shows that this parameter is essential for school students to increase motivation. Thus, a side factor of teacher interest is vital in schools so that professionals can adequately teach the material to students.
Technological Aspect
An important aspect that can be added to the knowledge base in the psychology of motivation is the school’s equipment, according to the necessary conditions. Schneider et al. (2021) estimate the necessity of this factor quite highly, arguing that tactile aids have become especially important since the coronavirus pandemic. Thus, motivation can indirectly depend on how much the school tries to interest students in learning.
Bhagat et al. (2021) also note the urgent need for high schools to incorporate modern technologies into their programs, as this can increase student motivation. This approach must be considered as modern society is constantly being modernized, and the educational sphere must also accept this process. Scholars Wu et al. (2022) also argue that well-equipped schools can facilitate the implementation of lifelong learning. Thus, side factors can contribute to the development of motivation in high school students and should be addressed appropriately.
Synthesis of the Research Findings
The problem of studying the lack of motivation of high school students lies in the many factors that can influence this condition. The studied works cover a wide range of knowledge and provide a clear understanding of the topic of this study. One of the key aspects of insufficient motivation may be students’ unmet basic needs, which are considered by scientists Floyd (2021) and Ibrahim et al. (2023). In addition, an important aspect is the supply of schools with the necessary equipment and the interest of teachers.
All the results from the reviewed literature can be synthesized to obtain a general vision of the factors contributing to insufficient motivation. High school students may be uncomfortable with complex aspects that are important to address in a general way. A commission that deals with the well-being of schoolchildren can carry this out. This group of specialists should unite the Department of Social Work and the Control Commission for the Quality of Education. Thus, a synthesis of approaches to verifying education and ensuring the well-being of schoolchildren can effectively increase motivation for learning.
Critique of the Previous Research Methods
The reviewed studies used different sets of methods to study the problem of student motivation and side effects. Researchers have used quantitative methods such as surveys and questionnaires to elicit statistical data regarding student motivation (Paul, 2022; Berdida, 2023). Methods also included data analysis through school case studies (Cho et al., 2019). Thus, combining methodological approaches can achieve a more significant result than using them separately. This is to provide a comprehensive understanding of critical factors such as student well-being, teacher engagement, and school facilities.
Conclusion
The motivation of high school students is directly related to their performance. At the same time, these aspects are influenced by factors such as meeting the basic needs of students (Datu & Yang, 2021; Floyd, 2021). In addition, there are also significant scientific developments regarding side effects. They manifest themselves in the interest of teachers and school facilities (Bhagat et al., 2021; Wu et al., 2022; Schneider et al., 2021; Frommelt et al., 2023). Combining all the indicated components makes it possible to develop a comprehensive solution to address all aspects. This will provide a more reliable outcome that can meet the expectations of a school intervention program.
References
Berdida, D. J. E. (2023). Resilience and academic motivation’s mediation effects in nursing students’ academic stress and self-directed learning: A multicenter cross-sectional study. Nurse Education in Practice, 69, 103639-103639. Web.
Bhagat, K. K., Yang, F., Cheng, C., Zhang, Y., & Liou, W. (2021). Tracking the process and motivation of math learning with augmented reality. Educational Technology Research and Development, 69(6), 3153-3178. Web.
Bulut, O., Xiao, J., Rodriguez, M. C., & Gorgun, G. (2020). An empirical investigation of factors contributing to item nonresponse in self-reported bullying instruments. Journal of School Violence, 19(4), 539-552. Web.
Cho, M., Lemon, L. L., Levenshus, A. B., & Childers, C. C. (2019). Current students as university donors?: Determinants in college students’ intentions to donate and share information about university crowdfunding efforts. International Review on Public and Nonprofit Marketing, 16(1), 23-41. Web.
Datu, J. A. D., & Yang, W. (2021). Academic buoyancy, academic motivation, and academic achievement among Filipino high school students. Current Psychology (New Brunswick, N.J.), 40(8), 3958-3965. Web.
Floyd, T. A. (2021). Motivating students in the religion classroom: Applying Maslow’s hierarchy of needs. The Journal of Adventist Education, 83(2), 12-18. Web.
Frommelt, M. C., Schiefele, U., & Lazarides, R. (2023). The contributions of teachers’ educational interest and relational goals to instructional quality and student interest in mathematics classrooms. Contemporary Educational Psychology, 73, 102184. Web.
Ibrahim, I. W., Ghazali, I. M., Syed, S. A., Abdullah, N. H. R., Hamid, M. H. A., & Aisyah, S. H. (2023). Exploring Motivation for Learning Using Hertzberg’s Two Factor Theory. International Journal of Academic Research in Business and Social Sciences, 13(3), 1065 – 1083. Web.
Moosa, M., & Aloka, P. J. (2023). Motivational factors as a driver for success for first-year students at a selected public university in South Africa. Student Success, 14(1), 21-34. Web.
Paul, C. M. (2022). Competing paradigms: Employing quantitative methods to operationalize and validate a pedagogy of critical literacy. Reading Research Quarterly, 57(3), 937-955. Web.
Schneider, R., Sachse, K. A., Schipolowski, S., & Enke, F. (2021). Teaching in times of COVID-19: The evaluation of distance teaching in elementary and secondary schools in Germany. Frontiers in Education (Lausanne), 6. Web.
Sun, Y., Ni, L., Zhao, Y., Shen, X., & Wang, N. (2019). Understanding students’ engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality. British Journal of Educational Technology, 50(6), 3156-3174. Web.
Ten Hagen, I., Lauermann, F., Wigfield, A., & Eccles, J. S. (2022). Can I teach this student? A multilevel analysis of the links between teachers’ perceived effectiveness, interest-supportive teaching, and student interest in math and reading. Contemporary Educational Psychology, 69, 102059. Web.
Wu, C., Liu, C., & Huang, Y. (2022). The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load. International Journal of STEM Education, 9(1), 1-22. Web.