The Relationship Between Institutional Environment, Guardian Involvement, Academic Achievement and Learning Motivation of Children Reared In a Malaysian Orphanage

A.J. Alfred, A.M. Ma’rof, N. Buang

DOI: https://doi.org/10.23917/varidika.v29i2.5630

Abstract

This research was conducted to study the relationships between academic performance, learning motivation, institutionalised environments and guardian involvement of children reared in a Malaysian orphanage. This study involves 50 students consisting of 21 female and 29 male students. These students are in secondary school with ages ranging from 13-17 years old. This study was conducted in a home for orphans and under-privileged children and all the participants of this study are from this home. The findings of this study show that there is a significant relationship between academic performance, intrinsic motivation, extrinsic motivation and therefore learning motivation as a whole (P<0.05). Findings also show that there is strong correlation between guardian involvement and academic performance (P<0.05). However for relationships between guardian involvement and learning motivation, institutionalised environment and academic performance and institutionalised environment and guardian involvement, correlations fail to exist (P>0.05).

Keywords

learning motivation; institutionalised environments; guardian involvement; academic achievement

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References

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