Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement
Learning motivation, self-handicapping, executive function, and school achievement are interrelated variables affecting students’ intension of learning in higher education. However, many educators are unaware of the ability of these predictive variables and fail to encourage students’ further educat...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-12-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/12/906 |
| _version_ | 1797460258446114816 |
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| author | Gabriella Józsa Tun Zaw Oo Stephen Amukune Krisztián Józsa |
| author_facet | Gabriella Józsa Tun Zaw Oo Stephen Amukune Krisztián Józsa |
| author_sort | Gabriella Józsa |
| collection | DOAJ |
| description | Learning motivation, self-handicapping, executive function, and school achievement are interrelated variables affecting students’ intension of learning in higher education. However, many educators are unaware of the ability of these predictive variables and fail to encourage students’ further education. Therefore, with the aim of helping educators, this study was conducted to predict students’ intention of learning in higher education based on their learning motivation, self-handicapping, executive function, school achievement, and mothers’ education. We sampled Hungarian 12th graders (N = 1330) who participated in this study while collecting the data online during class hours. Questionnaires were used to measure learning motivation, self-handicapping, and executive function. Findings showed that higher learning motivation, lower self-handicapping, stronger working memory, and mother’s education could increase students’ intention of learning in higher education. Beyond our expectations, higher school achievement (GPA) was not a significant predictor. Comparing different theoretical perspectives, we deduced reliable predictors underlying Hungarian students’ intention of learning in higher education. Therefore, this study is of great importance for educators to pick out the real support for their students’ intention of learning in higher education by following our research findings. |
| first_indexed | 2024-03-09T17:02:35Z |
| format | Article |
| id | doaj.art-7a51728f9c784219be624efd32483dfa |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T17:02:35Z |
| publishDate | 2022-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-7a51728f9c784219be624efd32483dfa2023-11-24T14:28:11ZengMDPI AGEducation Sciences2227-71022022-12-01121290610.3390/educsci12120906Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School AchievementGabriella Józsa0Tun Zaw Oo1Stephen Amukune2Krisztián Józsa3MTA-MATE Early Childhood Research Group, 7400 Kaposvár, HungaryMTA-MATE Early Childhood Research Group, 7400 Kaposvár, HungaryMTA-MATE Early Childhood Research Group, 7400 Kaposvár, HungaryInstitute of Education, Hungarian University of Agriculture and Life Sciences, 7400 Kaposvár, HungaryLearning motivation, self-handicapping, executive function, and school achievement are interrelated variables affecting students’ intension of learning in higher education. However, many educators are unaware of the ability of these predictive variables and fail to encourage students’ further education. Therefore, with the aim of helping educators, this study was conducted to predict students’ intention of learning in higher education based on their learning motivation, self-handicapping, executive function, school achievement, and mothers’ education. We sampled Hungarian 12th graders (N = 1330) who participated in this study while collecting the data online during class hours. Questionnaires were used to measure learning motivation, self-handicapping, and executive function. Findings showed that higher learning motivation, lower self-handicapping, stronger working memory, and mother’s education could increase students’ intention of learning in higher education. Beyond our expectations, higher school achievement (GPA) was not a significant predictor. Comparing different theoretical perspectives, we deduced reliable predictors underlying Hungarian students’ intention of learning in higher education. Therefore, this study is of great importance for educators to pick out the real support for their students’ intention of learning in higher education by following our research findings.https://www.mdpi.com/2227-7102/12/12/906motivationself-handicappingexecutive functionschool achievementintention of learning in higher education |
| spellingShingle | Gabriella Józsa Tun Zaw Oo Stephen Amukune Krisztián Józsa Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement Education Sciences motivation self-handicapping executive function school achievement intention of learning in higher education |
| title | Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement |
| title_full | Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement |
| title_fullStr | Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement |
| title_full_unstemmed | Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement |
| title_short | Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement |
| title_sort | predictors of the intention of learning in higher education motivation self handicapping executive function parents education and school achievement |
| topic | motivation self-handicapping executive function school achievement intention of learning in higher education |
| url | https://www.mdpi.com/2227-7102/12/12/906 |
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