The interplay of dominant factors that influence adolescents’ academic performance: Motivation type and pressure vs involvement
Abildaeva G. Mayur M. Zharnitskiy V. Shilova V.
18 August 2022Frontiers Media S.A.
Frontiers in Education
2022#7
The study assesses the effectiveness of using motivation, pressure, and involvement in improving academic performance among adolescents on the example of Russia and Kazakhstan. The relationship between these factors and academic success was evaluated by calculating Pearson’s correlation coefficients based on the Academic Motivation Scale test’s results. The novelty of the study lies in the results: the study highlights the relationship between the individual aspects of this triad at the level of individual countries. The comparative analysis is performed using statistical data from the international knowledge assessment methodologies survey results. The findings show that intrinsic motivation and parental involvement in school life can improve adolescents’ academic performance. The negative consequences are associated with the pressure put on students by the teachers and family. Copyright
academic motivation , educational achievements of students , extrinsic motivation , intrinsic motivation , school education quality
Text of the article Перейти на текст статьи
Secondary School Named After A. S. Pushkin, Shymkent, Kazakhstan
Department of Finance & Accounting, Goa Institute of Management, Goa, Sattari, India
Department of Agricultural Construction and Property Expertise, Russian State Agrarian University – Moscow Timiryazev Agricultural Academy, Moscow, Russian Federation
Department of Pedagogy, National Research University BELGU, Belgorod, Russian Federation
Secondary School Named After A. S. Pushkin
Department of Finance & Accounting
Department of Agricultural Construction and Property Expertise
Department of Pedagogy
10 лет помогаем публиковать статьи Международный издатель
Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026