Cognitive Motivation and its Relationship to Academic Achievement among Preparatory Stage Student

Abstract

The current research aims to reveal the level of cognitive motivation among preparatory stage students. Along with, the differences in the level of cognitive motivation according to the variables of gender (males - females), and specialization (scientific (biological, applied) and literary). Besides, the correlation between cognitive motivation and academic achievement. The basic research sample amounted to (400) male and female students, including (198) male and (202) female students divided into the scientific and literary branches. Thus, the study sample was represented by (174) male and female students for the literary branch, and (226) male and female students for the biological and applied scientific branch. To achieve the research objectives, the researcher prepared a tool to measure the cognitive motivation of preparatory stage students, consisting of (46) items divided into four areas (the pursuit of knowledge, curiosity, exploration, and discovery, and accepting challenges). The researcher has determined the cognitive motivation after reviewing the literature related to the subject and has verified the psychometric properties of the scale through the following procedures, which are (the validity of the scale with its two types (content validity and construct validity). As well as, through the scale reliability, where two methods were used: (the retest method, and the method of internal homogeneity through the use of the Cronbach's alpha equation). The researcher analyzed the data statistically to reach the research results by using the program (SPSS version 19) for the following laws: (T-test for two independent samples, T-test for one sample, Pearson correlation coefficient, Tow-way Anova). At the end of the research, the researcher reached important results for the current research, including that the preparatory stage students have a moderate degree of cognitive motivation. Plus, there are statistically significant differences between males and females in the level of cognitive motivation in favor of males. There are positive statistically significant correlations between the cognitive motivation scale scores and achievement scores. The researcher has interpreted these results based on the theoretical frameworks, the results of previous studies, and the general living conditions of the students. In light of these results, the researcher reached several recommendations, including the necessity for teachers to pay attention to the school environment and the students’ mental, psychological and social needs in order to help them and encourage them to accept information and search for knowledge and to bear the difficulties and troubles to obtain it. Organizing scientific seminars and competitions, assigning them to projects and scientific research, and rewarding students who contribute to distinguished activities. To complement the requirements of the current research, the researcher suggested a number of proposals, including the Conducting an empirical study to find out the effect of socialization methods on the motivation of preparatory stage students. Likewise, Building a training program to develop the cognitive motivation of secondary school students in Iraq. Key Words: Cognitive Motivation, Academic Achievement, Preparatory Stage Students"