ACADEMIC PERFORMANCE OF SOUTH INDIAN UNDERGRADUATE STUDENTSIN RELATION TO THEIR ACHIEVEMENT MOTIVATION, COGNITIVE STYLE AND SELF-REGULATION

Abstract

Over the years, researchers are interested in studying empirically, the character of student’s personal characteristics and mental processes underlying their learning and Academic Performance (Blazar & Kraft, 2016). Academic Performance overall refers to how well a student is achieving his or her task and learning, but there are relatively a number of components that determine the level and status of a student’s Academic Performance involve grades, attendance, standardized test, extracurricular program, behavior, Individual differences (Von Stumm, Sophie Hell, Benedickt, Chamorro Premuzic, & Tomas, 2011; Yusuf, et al., (2016)). A review of studies about this Academic Performance has been managed by various educators in many countries (Garkaza et al. 2011; Tailab 2013; Sugahara and Boland 2014; Steenkamp and Baard 2009 Cheung and Kan, 2002; Kruck and Lending, 2003). The Academic Performance of students considers their capability to reveal the knowledge they have learned in tests, quizzes, presentations, and final examinations (Barkley, 2004). Similarly, the significance of students’ performance is not only evident to the students but also to the universities as it is a measure of the success of their education process (Basri, Alandejani & Almadani, 2018). Studies in the education literature have revealed the elements that may impact students’ performance that includes physical facilities and qualified teachers, students’ perspectives, ambitions, and self- consciousness (Hijazi and Naqvi 2006; Garkaza et al. 2011; Cosmas et al. 2013; Al- Hadrami and Morris 2014).

Achievement Motivation has been described as the reason why a student accomplishes (Mc Collum, 2005; Blazar & Kraft, 2016), the inspiration behind accomplishment (Vallance, 2004), and a product of the interdependence between student characteristics and instructional exercise (Okolo & Bahr, 1995). In other words, Achievement Motivation has been considered as one learns to realize student’s interest, engagement, and determination in learning practices which in turn establish student learning, schools, and college achievement (Gilman & Hubner, 2006). Achievement Motivation mentions an attempt to perform the heavy task as well as practicable and along with the physical and psychological requirements contributing to personality development and achievement (Murray, 1978).