Nor Aniza Ahmad

Parental Involvement and Achievement Motivation: Association with Studentsâ Achievement in Vocational Colleges, Malaysia

This study to identify the relationships between parental involvement and achievement motivation with an objective measure of the students’ achievement through students’ perception in vocational colleges, Malaysia. The study also examined the mediating effects of achievement motivation with students’ achievement and moderating role of gender for the link between parental involvement, achievement motivation and students’ achievement. Three hundred and sixty students (106 girls and 264 boys) were selected at thirteen vocational colleges students’ all around Malaysia. Our results showed that parental involvement were positively related with achievement motivation and students’ achievement which in turns achievement motivation also related to students’ achievement. There is full mediation effects between achievement motivation and parental involvement with students’ achievement. While gender were moderately correlated between achievement motivation and students’ achievement. The findings contribute to understanding commonly reported the relationships between parental involvement and achievement motivation elements with students’ achievement among the students in vocational colleges.

Relationship between Emotional, Intelligence, Motivation and Logical Reasoning towards Academic Achievement among Secondary School Students

The main purpose of this study is to examine the relationship between Emotional Intelligence, Motivation and Logical Thinking of secondary school students in their academic achievement. The emotional intelligence, motivation, and logical thinking of a student play an important role in the mastery of each subject that is learned by it. In the learning process it includes important components such as cognitive and behaviour which also involves the emotion, motivation and thinking of a student. The researchers use stratified random sampling for sampling procedures. In addition, the sample used by the researcher was composed in secondary school students in Johor where the number of clusters was determined according to districts that could be made at random. The researcher selected Form 4 students throughout Johor. This refers to the Cognitive Development Theory proposed by Jean Piaget which is Form 4 student at the aged of 16 years. Demographic information is collected from participants about gender, age, race, and religion and speech language using demographic data forms. Participants will complete four parts of the questionnaire: Emotional Intelligence Self-Assessment (Schutte, 1998), Students Work Preference Inventory (SWPI) built by Amabile, TM (1987), The Group Assessment of Logical Thinking (GALT) Roadrangka, Yeany and Padilla (1983) and academic achievement of students based on PT3 results. The findings show that the correlation coefficient between emotional intelligence and academic achievement is r = - 1.62 at the significance level p ? 0.01. This shows that there is a correlation between emotional intelligence and academic achievement of Form 4 students throughout Johor. In addition, it also shows that there is a significant relationship between emotional intelligence and student academic achievement. However, the findings of this study were also supported by the study conducted by Azizi and others (2005) which found that there was no significant correlation between the levels of extrinsic motivation of the students with the level of academic achievement of the students. The results of one-way ANOVA analysis show significant differences in overall mean of logical thinking according to academic achievement at secondary level (F (2.496) = 64.614, p <0.0005.). This finding succeeded in rejecting the second zero hypothesis stating that there was no significant difference in the mean of logical thinking ability according to the academic achievement of students at the secondary level. The findings of this study are also supported by a study conducted by Corpus (2005) which shows the correlation between extrinsic motivation and negative relationship with student academic achievement. The information obtained from this study can be used by the Ministry of Education, school administrators, Guidance Teachers and Counselling and parents in realizing the desire to produce quality human capital among teenagers in Malaysia. This information can also help researchers study their emotional intelligence, motivation and logical thinking.

The Influence of Parent Attachment on Self Regulation in Recovery Among Registered Drug Addicts

Drug addiction is an issue that should be taken seriously by all. The growing number of drug addicts from time to time has led to a variety of prevention, enforcement and rehabilitation approaches use to solve the problem. This research aims to identify the relationship between parent attachment and self-regulation in drug addiction recovery. The research has been using descriptive and correlational study design. Stratified random sampling was used to determine the number of drug addicts that have been selected as a sample to represent each district of the state. The study involved a total of 300 registered drug addicts aged between 19 and 36 years old. The instruments that were used contain of demographic questionnaire, parent attachment questionnaire and self-regulation questionnaire. Descriptive data was analysed by using SPSS 22.0 software. The results showed that there was a significant relationship between Parent Attachment and Self-Regulation (N = 300, r = 0.390 **, p = 0.01).