Self-Esteem and Motivation for Learning among Minority Students: A Comparison between Students of Pre-Academic and Regular Programs
Author(s)
Khawla Zoabi
ABSTRACT
Motivation for learning, which explains the impulses and motives for an individual to act to achieve his or her goals, is of great importance for students, particularly students of pre-academic preparatory programs. The literature suggests a relationship between self-esteem and motivation, yet there is a lack of studies that consider self-esteem among students in pre-academic preparatory programs and its relationship to motivation for learning. The main question of this study is whether there are differences in the motivation for learning among students in preparatory programs and regular students. Thus, it examines the relationship between self-esteem and motivation for learning among pre-academic preparatory program students and among regular students in their first year of study. Data collection was based on a questionnaire. The sample included 175 students who were enrolled in courses at Sakhnin College. Of these students, 43% were in the pre-academic program and 57% were in their first year of study in other departments. The findings show a positive relationship between self-image and motivation for learning among the two populations. The findings have theoretical implications as well as practical implications. They indicate that pre-academic students are not “lost”; they have motivations similar to the regular students. The practical pedagogical implications suggest that pre-academic students should be exposed to academic subjects beyond the core subjects and should be treated as equal to other students at various levels of the academic system.
Motivation for learning, which explains the impulses and motives for an individual to act to achieve his or her goals, is of great importance for students, particularly students of pre-academic preparatory programs. The literature suggests a relationship between self-esteem and motivation, yet there is a lack of studies that consider self-esteem among students in pre-academic preparatory programs and its relationship to motivation for learning. The main question of this study is whether there are differences in the motivation for learning among students in preparatory programs and regular students. Thus, it examines the relationship between self-esteem and motivation for learning among pre-academic preparatory program students and among regular students in their first year of study. Data collection was based on a questionnaire. The sample included 175 students who were enrolled in courses at Sakhnin College. Of these students, 43% were in the pre-academic program and 57% were in their first year of study in other departments. The findings show a positive relationship between self-image and motivation for learning among the two populations. The findings have theoretical implications as well as practical implications. They indicate that pre-academic students are not “lost”; they have motivations similar to the regular students. The practical pedagogical implications suggest that pre-academic students should be exposed to academic subjects beyond the core subjects and should be treated as equal to other students at various levels of the academic system.
Cite this paper
Zoabi, K. (2012). Self-Esteem and Motivation for Learning among Minority Students: A Comparison between Students of Pre-Academic and Regular Programs. Creative Education, 3, 1397-1403. doi: 10.4236/ce.2012.38204.
Zoabi, K. (2012). Self-Esteem and Motivation for Learning among Minority Students: A Comparison between Students of Pre-Academic and Regular Programs. Creative Education, 3, 1397-1403. doi: 10.4236/ce.2012.38204.
References
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[1] Abu-Asba, Kh. (2007). Arab education in Israel: Dilemmas of a national minority. Jerusalem: Floersheimer Institute for Policy Studies. [2] Alexander, T. (2001). Defining self-esteem. What is self-esteem and why does itmatter? Self-esteem as an aid to understanding and recovery. Mental healthcare, 4, pp332-335. [3] Alpay, E. (2000). Self-concept and self-esteem. London: The Department of Chemical Engineering and Chemical Technology, Imperial College of Science, Technology, and Medicine. [4] Ames, C. (1992). Achievement goals and the classroom motivational climate. In D. H. Schunk, & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 25-57). Hillsdale, NJ: Lawrence Erlbaum. [5] Ames, R., & Ames, C. (1990). Motivation and effective teaching. In B. F. Jones, & L. Idol (Eds.), Dimensions of thinking and cognitive instruction. Hillsdale, N.J: ErIbaum. [6] Arieli, M. (1997). Evaluation of the contribution of academic Pre higher education system. Jerusalem: National Center for Testing and Evaluation. [7] Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63, 602-614. doi:10.1037/0003-066X.63.7.602 [8] Awad, Y. (2009). Pre-academic establishment Sakhnin college: Rationale, objectives and content. Sakhnin: College of Sakhnin for Teacher Education. [9] Awad, Y., Zoabi, Kh., & Khalil, M. (2009). Introducing prior training. Bmekhlala, 22, 238-211. [10] Azar, A. S., & Vasudeva, P. (2006). Self-efficacy and self-esteem: A comparative study of employed and unemployed married women in Iran. The German Journal of Psychiatry, 9, 111-117. [11] Bachman, J. G., O’Malley, P. M., Freedman-Doan, P., Trzesniewski, K. H., & Donnellan, M. B. (2010). Adolescent self-esteem: Differences by race/ethnicity, gender, and age. Self and Identity, Advance Online Publication. [12] Baumeister, R. F. (2005). Self-concept, self-esteem, and identity. In V. Derlega, B. Winstead, & W. 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Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14-23. doi:10.1037/0708-5591.49.1.14 [24] Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 416-437). Thousand Oaks, CA: Sage. [25] Dweck, C. S. (2002). Messages that motivate: How praise molds students’ beliefs, motivation, and performance (In surprising ways). In J. Aronson (Ed.), Improving academic achievement. New York: Academic Press. [26] Eldred, J., Ward, J., Dutton, Y., & Snowdon, K. (2004). Catching confidence. URL (last checked 1 October 2012). http://archive.niace.org.uk/funds/ACLF/Catching-Confidence-Final-Report.pdf [27] Elliot, A. J. (2006). The Hierarchical model of approach avoidance motivation. Motivation and Emotion, 30, 111-116. doi:10.1007/s11031-006-9028-7 [28] Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 12, 139-156. [29] Endler, A., Rey, G. D., & Butz, M. V. (2012). Towards motivationbased adaptation of difficulty in e-learning programs. Australasian Journal of Educational Technology, 28, 1119-1135. [30] Erol, R. Y., & Orth, U. (2011). Self-esteem development from age 14 to 30 years: A longitudinal study. Journal of Personality and Social Psychology, 101, 607-619. doi:10.1037/a0024299 [31] Fitts, H. W. (1972). The self-concept and behavior: Overview and supplement. Nashville: The Dede Wallace Center. [32] Fitts, H. W., & Adams, L. (1971). The self-concept and self-actualization. Dede Wallace Center: Monograph III. [33] Fitts, W. H., & Warren, W. N., (1996). Tennessee Self Concept Scale, second edition Manual. Torrance, CA: Western Psychological Services. [34] Franken, R. (1994). Human Motivation (3rd ed.). Pacific Grove, CA: Brooks/Cole Publishing Co. [35] Furtner, M. R., & Rauthmann, J. F. (2011). The role of need for achievement in self-leadership: Differential associations with hope for success and fear of failure. African Journal of Business Management, 5, 8368-8375. [36] Gibbons, M. (2002). The self-directed learning handbook: Challenging adolescent students to excel. San Francisco, CA: Jossey-Bass. [37] Gilligan, C. (1995). In a difference voice: Psychological theory and women’s development. Cambridge: University Press. [38] Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80, 711-735. doi:10.1348/000709910X499084 [39] Harter, S. (2003). The development of self-representations during childhood and adolescence. In M. R. Leary, & J. P. Tangney, (Eds.), Handbook of self and identity (pp. 610-642). New York, NY: Guilford Press. [40] Hyosh, T. (2000). Achievements of graduates Pre-academic at a teachers college. Master’s Thesis, Tel Aviv: Tel Aviv University. [41] Jabareen, Y. (2006). Sustainable urban forms: Their typologies, models, and concepts. Journal of Planning Education and Research, 26, 3852. doi:10.1177/0739456X05285119 [42] Jabareen, Y. (2008). An urban leisure site as an ethno-place of trust for an ethnic minority: The case of the German colony in Haifa. Journal of Architectural and Planning Research, 25, 240-253. [43] Jabareen, Y. (2009). Ethnic groups and the meaning of urban place: The German colony and Palestinians and Jews in Haifa. Cities, 26, 93-102. doi:10.1016/j.cities.2008.12.002 [44] James, K. (2002). Report and literature review into the role of self-esteem as a barrier to learning and as an outcome. Leicester: DfES, NIAC. [45] James, K. (2003). How self-esteem affects adult learners—Widening participation and raising self-esteem are intimately linked. Adults Learning, 24-26. [46] Katz, S. (2004). 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