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RELATIONSHIP BETWEEN ACHIEVEMENT MOTIVATION AND
EMOTIONAL INTELLIGENCE
Muhammad Safdar
PhD Scholar, International Islamic University, Islamabad, Pakistan Islamabad
Dr. N. B. Jumani
Dean, Department of Education, Faculty of Education, International Islamic University
International Islamic University, Islamabad, Pakistan, Islamabad
Shakil Ahmad Ghazi
PhD Scholar, Faculty of Education, Preston University Islamabad Preston, University Islamabad
Muhammad Abdul Malik
PhD Scholar, Faculty of Education, Preston University Islamabad, Preston University, Islamabad
ABSTRACT
Emotional Intelligence (EI) has paramount importance in adolescent phase due to rapid
emotional growth as compared to physical and mental growth in human beings. Main purpose of
the study was to assess role of EI in making learning environment more conducive for students.
The sample of the study consisted of 240 students of FA/FSc. A questionnaire was administered
on the sample for data collection. The collected data was analyzed by percentages and Chisquare formulas. Main findings of the study revealed that the students who have high EI in the
areas of self awareness, self management, social awareness and relation management tend to be
very cooperative, supportive and diligent in side the classroom and outside as well. The students
having educated parents expressed high EI as compared to those who have illiterate parents.
Similarly, urban area students possess high EI as compared to the rural area students.
Keywords:Emotional Intelligence, Learning environment, Achievement Motivation, Student’s
Performance
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INTRODUCTION
Emotional Intelligence (EI) plays powerful role in our life and it helps in understanding one’s
own emotions control them and use them in the more beneficial way according to the situation. It
enables pupils to deal in difficult situations by taking critical decision that will be advantageous
for all of them. But without it even the most dedicated, technically proficient employee can be
sabotaged by inadequate interpersonal skills. This lack of empathy for the needs and desires of
others, or emotional intelligence, is one of the main causes of poor performance in the
workplace, even among otherwise gifted people (Wall. 2007).
Motivation is usually defined as an internal state that arouses, directs, and maintains behaviour.
Psychologists studying motivation have focused on three basic questions. First what choices do
people make about their behaviour? Why do some students, for example, focus on their
homework while others watch television? Second, having made a decision, how long is it before
the person actually gets started? Why do some students who chose to do their homework start
right away, while others procrastinate? Third, what is the intensity or level of involvement in the
chosen activity? Once the book bag is opened, is the student absorbed. Motivation is an internal
state, which governs the whole behaviour of a person from initiating a task till its end and also
maintains the behaviour over time.
Gerow (1997, p.110) is of the opinion that need for achievement is the desire to accomplish
something, to reach a standard of excellence, and to expend effort to excel. Borrowing form
Henry Murray’s theory and measurement of personality, psychologist David McClelland
assessed achievement by showing individuals ambiguous pictures that were likely to stimulate
achievement-related responses. The individuals were asked to tell stories about the pictures, and
their comments were scored according to how strongly they reflected achievement. Researchers
have found that individuals whose stories reflect high achievement motivation have a stronger
hope for success than fear of failure, are moderate rather than high or low risk takers, and persist
with effort when tasks become difficult as reported by Atkinson and Raynor 1974.
Motivation is one of the basic conditions of learning. Motivation, in simple language, means
interest. Learning is directly proportional to our interest in learning. Therefore, the first and
foremost function of teacher is to create interest of the students in learning. The students must be
brought into proper frame of mind before they can learn anything effectively and successfully. A
number of devices can be used by the teacher to motivate the students for acquiring the new
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knowledge. This includes questioning and the use of audiovisual aids. Successful motivation
means successful learning (Iqbal, 2000, p.70).
IMPORTANCE OF MOTIVATION IN LEARNING
The purpose and importance of motivation should be clearly understood by the teacher. The
fundamental aim of motivation is to stimulate and to facilitate learning activity. Learning is an
active process that needs to be motivated and guided toward desirable ends. Learning is selfinitiated, but it must be aided by motives so that the learner will persist in the learning activity. A
definite motive is valuable in all work, as motives make for readiness. The greater the readiness,
the greater will be the attention given to the work on hard and the sooner will the desire result be
achieved. It is important to attempt to get the learner into a state of readiness for it increased the
alertness, vigor, and wholeheartedness of learning. In trying to achieve some end, the more acute
the readiness, the more satisfying the reaction. The activities, which are futile, become annoying.
One sure means of putting the law of effect into operation is to assist the learner to achieve ends
and purposes, which he is zealous to attain. These influences reflect the importance of learner
beliefs, values, interests, goals, expectations for success, and emotional states of mind in
producing either positive or negative motivations to learn (McCombs and Whisler, 1997, p.121).
McCombs and Whisler (1997, p.122) further state:
The depth and breadth of the information processed and what and how much is learned
and remembered are influenced by (a) self-awareness and beliefs about personal control,
competence and ability; (b) clarity and saliency of personal values, interests, and goals;
(c) personal expectations for success or failure; (d) affect, emotion, and general states of
mind; and (e) the resulting motivation to learn. ( p. 5)
Characteristics of Motivation to enhance learning
The main characteristics of motivation to enhance learning include curiosity, creativity, and
higher order thinking, which are stimulated by relevant, authentic learning tasks of optimal
difficulty and novelty for each student. “Curiosity is a skill that enables the learner to follow a
hunch, question alternatives, ponder outcomes, and wonder about options in a given situation”
(Schurr, 1994, p. 64).
“Today’s and tomorrow’s complex problems require creative solutions. Teachers are in an
excellent position to encourage or discourage creativity through their acceptance or rejection of
the unusual and imaginative” (Woolfolk, 2001, p. 121). “Individuals who ultimately make
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creative breakthroughs tend from their earliest days to be explorers, innovators, and thinkers”
(Gardner, as cited in Woolfolk, 2001, p. 121).
Factors affecting students’ motivation
Students can be affected by several factors. These elements includes parent Involvement, teacher
enthusiasm, peers, the learner’s environment personal experiences, self esteem and self image.
Components such as these weigh heavily on the understanding and importance of learning to
the students These aspects aid in creating lifelong learners.
i)
Parent involvement
Parent involvement is one of the influential aspects of student motivation. The parents are the
initial teachers of the child before the child goes to school and encounters education through a
teacher. According to Brown (2002), “if a parent is completely engaged in the learning process
with a child, so that the child understands that help in the classroom and at home” (P.3). Drew,
Olds and Olds (1974) states that, “their active participation is a positive influence. The school
should open for parents to share their talents and motivation their children.”(P.71)
ii)
Teacher enthusiasm
The behavior of the teacher can be detrimental or beneficial to a student’s motivational process.
A study conducted by Petrick, Hisley and Kempler (2000) proved that “teacher enthusiasm does
effect student intrinsic motivation”(P.226). Brown (2001) acknowledge that, “motivation is
reciprocal the teachers may lead to more highly motivated students, but the energy presented by
a group of inspired students also encourage the teacher”(P.3).
iii)
Peers and social environment
Peers are a vital part of a student’s social atmosphere, and greatly influence the thoughts and
action of student. Peers can cause a positive or negative environment for the learner and can
sway motivation levels. The great importance of social approval and acceptance prominent at all
ages.
Based on Kolesnik’s (1978) view of social reinforces he feels that, “anything that contributes to
the satisfaction of one’s need for approval, affection, acceptance, affiliation, esteem, or some
other social need is a social reinforcer” (P.80). Brown (2001) writes, “social reinforcers can
come in the form, as long as they satisfy the need to be recognized”(p.4).
iv)
Experiences of the learner
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The experiences of the learner must be taken into account when considering motivation The
personal experiences of the student are very influential in creating motivation because learning to
life experiences will allow the student to see a personal relevance in education.
Beers (1996) describes, “what we experience also changes our perceptions and values. When a
certain amount of apathy becomes apparent, it begins to take over the desire to gain
knowledge”(P.110).
v)
Self-esteem
Self esteem and self image of the student is fundamentally a matter of how individuals value
themselves and others. According to Curry (1990), “if a student places high value on themselves
and on peers, the student will also set higher academic and social standards for themselves”(P.8).
Along with high self-esteem comes high motivation. Great worth should be placed in abilities
and talents of the learner. A confident student is ready for learning.
There are a variety of other factors which influence learner motivation.
According to Bull (1999),
“If a learner believes that learning and success are possible the chances are he/she will
be motivated, assuming that success is desired. The way one feels about the learning
place, the people in it, and the content itself will affect the level of motivation of the
student. The learner’s motivation to learn influences the depth and breadth of the
subsequent learning. The learner’s self awareness influences the level of motivation,
which the learner possesses. The beliefs, abilities, competence, and personal control of
the student influence motivation. Clarity and relevance of the learners values, interests
and goals affects motivation.(p.5).
Craven (2004, p.85) has pointed out that there are several important variables that can
affect student’s motivation.
1. Goals. Students need to have clearly defined goals and direction. What are they
working for? What are they striving to master and why?
2. A plan. This can be either general or specific, but students benefit in knowing
how they are going to attain their goals and what the process looks like.
3. Charting success It's important to come up with a method of charting progress
and recognizing success. Showing students how far they've come has a profound
impact in motivating them to continue.
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4. Flexibility/Creativity. Providing a classroom environment that is flexible and
encourages student creativity is highly motivating.
5. Real life application. It is vital for a student to be able to relate learning to his
own life situation. Helping a student make those real life connections and
applications are extremely motivating.
PURPOSE OF THE STUDY
Main purpose of the study was to evaluate the role of EI in enhancing student’s achievement
motivation and performance as well.
RESEARCH METHODOLOGY
Sample
A sample of 240 students (60 male and 180 female in which male and female proportion of rural
urban was fifty fifty) which was 28 % of the total population was randomly selected. Due to
short number of male students that was almost few less than one third of female students, the
proportion of male students in sample was small.
Instruments and Their Development
A questionnaire of 25 items (3 point scale) was selected as the model questionnaire developed by
Ray-Lynn (An American Psychologist and Researcher) who worked on achievement motivation
and his master piece in the field of research is development and validation of achievement
motivation scale. It was used in order to measure the variable of achievement motivation. Five
questions related to topic were added by the researcher and recommended by Supervisor.
Data Collection
The data was collected by the researcher himself through a questionnaire of 30 items (three-point
scale).
Table 1:
Mean and standard deviation of achievement motivation score of male and
female M.A. Education students
N
Mean
Standard Deviation
240
69.72
10.337
Table 1 indicates that mean achievement motivation scores of male and female M.A. Education
students was 69.72 and spread of score around the mean value was 10.337.
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Table 2:
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Mean and standard deviation of achievement motivation score of male M.A.
Education students
N
Mean
Standard Deviation
60
71.28
11.096
Table 2 shows that mean achievement motivation score of M.A. Education students was 71.28
and dispersion of score around the mean value was 11.096.
Table 3:
Mean and standard deviation achievement motivation score of female M.A.
Education students
N
Mean
Standard Deviation
180
68.16
9.278
Table 3 shows that mean achievement motivation score of total female M.A. Education students
was 68.16 and spread of score around the mean value was 9.278.
Table 4:
Significance of difference between mean achievement motivation score of
male and female M.A. Education students
Category
N
Mean
SD
Male
60
71.28
11.096
Female
180
68.16
9.278
SED
Z
P
0.915
3.419
<0.001
z at 0.05=1.96
Table 4 shows that the difference between means achievement motivation score of male and
female M.A. Education students is highly significant even at the 0.001 level.
Table 5:Mean and standard deviation of achievement motivation score of male and female
M.A. Education students of urban areas
N
Mean
SD
120
73.79
9.689
Table 5 indicates that mean achievement motivation score of urban male and female M.A.
Education students was 73.79 and dispersion of score around mean value was 9.689.
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Table 6:
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Mean and standard deviation of achievement motivation score of male and
female M.A. Education students of rural areas
N
Mean
SD
120
65.65
10.950
Table 6 indicates that mean achievement motivation score of male and female M.A. Education
students of rural areas was 65.65 and spread of score around the mean value was 10.950.
Table 7:
Significance of difference between mean Achievement motivation score of
urban and rural male and female M.A. Education students
Category
N
Mean
SD
Urban
120
73.79
11.096
Rural
120
65.65
9.278
SED
Z
P
0.915
3.419
<0.001
z at
0.05=1.96
Table 7 shows that the difference between means achievement motivation score of urban and
rural male and female M.A. Education students is highly significant even at the 0.001 level.
Table 8:
Mean and standard deviation of achievement motivation score of male M.A.
Education students of urban areas
N
Mean
SD
30
75.36
9.915
Table 8 shows that mean achievement motivation score of urban M.A. Education students was
75.36 and dispersion of score around mean value was 9.915.
Table 9:Mean and standard deviation of achievement motivation score of female M.A.
Education students of urban areas
N
Mean
SD
90
72.22
9.243
Table 9 shows that mean achievement motivation score of female M.A. Education students of
urban areas was 72.22 and spread of score around the mean value was 9.243.
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Table 10:
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Significance of difference between mean achievement motivation score of
male and female M.A. Education students of urban areas
Category
N
Mean
SD
Male
30
75.36
9.915
Female
90
72.22
9.243
SED
Z
P
1.212
2.540
<0.01
z at
0.05 =1.96
Table 10 shows that the difference between mean achievement motivation score of urban male
and female M.A. Education students is highly significant. Even at the 0.01 level.
Table 11:
Mean and standard deviation of Achievement motivation score of male and
female M.A. Education students of rural areas
N
Mean
SD
120
65.65
10.950
Table 11 indicates that mean achievement motivation score of male and female M.A. Education
students of rural areas was 65.65 and spread of score around the mean value was 10.950.
Table 12:
Mean and standard deviation of Achievement motivation score of male M.A.
Education M.A. Education students of rural areas
N
Mean
SD
30
69.82
12.189
Table 12 shows that mean achievement motivation score of male M.A. Education M.A.
Education students of rural areas was 115.71 and dispersion of score around the mean value was
12.189.
Table 13: Mean and standard deviation of achievement motivation score of female M.A.
Education students of rural areas
N
Mean
SD
90
61.48
9.334
Table 13 shows that mean achievement motivation score of female M.A. Education students of
rural areas was 61.48 and spread of score around the mean value was 9.334.
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Table 14:
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Significance of difference between mean achievement motivation score of
male and female M.A. Education students of rural areas
Category
N
Mean
SD
Male
30
69.82
12.189
Female
90
61.48
9.334
z at
SED
Z
P
1.373
2.313
<.0.05
0.05 = 1.96
Table 14 indicates that the difference between mean achievement motivation score of male and
female M.A. Education students of rural areas is significant.
Table 15:Mean and standard deviation of academic achievement score of male and female
M.A. Education students
N
Mean
SD
240
58.75
6.281
Table 15 indicates that mean academic achievement score of university male and female M.A.
Education students was 58.75 and spread of score around mean value was 6.281.
MAIN FINDINGS OF STUDY
1.
Mean achievement motivations score of male and female students was 69.72 and spread
of score around the mean value was 10.337 (Table 1).
2.
Mean achievement motivation score of students was 71.28 and dispersion of score around
the mean value was 11.096 (Table 2).
3.
Mean achievement motivation score of total female students was 68.16 and spread of
score around the mean value was 9.278 (Table 3).
4.
The difference between means achievement motivation score of male and female students
was highly significant even at the 0.001 level (Table 4).
5.
Mean achievement motivation score of urban male and female students was 73.79 and
dispersion of score around mean value was 9.689 (Table 5).
6.
Mean achievement motivation score of male and female students of rural areas was 65.65
and spread of score around the mean value was 10.950 (Table 6).
7.
The difference between means achievement motivation score of urban and rural male and
female students was highly significant even at the 0.001 level (Table 4).
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8.
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Mean achievement motivation score of urban students was 75.36 and dispersion of score
around mean value was 9.915 (Table 8).
9.
Mean achievement motivation score of female students of urban areas was 72.22 and
spread of score around the mean value was 9.243 (Table 9).
10.
The difference between mean achievement motivation score of urban male and female
students was highly significant. Even at the 0.01 level (Table 10).
11.
Mean achievement motivation score of male and female students of rural areas was 65.65
and spread of score around the mean value was 10.950 (Table 9).
12.
Mean achievement motivation score of male students of rural areas was 115.71 and
dispersion of score around the mean value was 12.189 (Table 12).
13.
Mean achievement motivation score of female students of rural areas was 61.48 and
spread of score around the mean value was 9.334 (Table 13).
14.
The difference between mean achievement motivation score of male and female students
of rural areas was significant (Table 14).
15.
Mean academic achievement score of male and female M.A. Teacher Education students
was 58.75 and spread of score around mean value was 6.281 (Table 15).
CONCLUSIONS
Male students had higher achievement motivation than female students. Urban students had
higher achievement motivation than rural students. Achievement motivation and academic
achievement of students was positively correlated. Relationship of achievement motivation with
academic achievement was higher in male students than female students. Similarly, urban
students had higher relationship of achievement motivation with academic achievement than to
rural students. Female students of urban areas had high academic achievement than to male
students of urban areas. Same was the case with female students and male students of rural areas.
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