Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement

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dc.contributor.authorJózsa Gabriella
dc.contributor.authorOo, Tun Zaw
dc.contributor.authorAmukune, Stephen
dc.contributor.authorJózsa Krisztián
dc.contributor.departmentGyakorlati és Továbbképzési Intézet
dc.contributor.institutionKRE - Pedagógiai Kar
dc.date.accessioned2026-04-24T07:56:42Z
dc.date.available2026-04-24T07:56:42Z
dc.date.issued2022
dc.description.abstractLearning motivation, self-handicapping, executive function, and school achievement are interrelated variables affecting students’ intension of learning in higher education. However, many educators are unaware of the ability of these predictive variables and fail to encourage students’ further education. Therefore, with the aim of helping educators, this study was conducted to predict students’ intention of learning in higher education based on their learning motivation, self-handicapping, executive function, school achievement, and mothers’ education. We sampled Hungarian 12th graders (N = 1330) who participated in this study while collecting the data online during class hours. Questionnaires were used to measure learning motivation, self-handicapping, and executive function. Findings showed that higher learning motivation, lower self-handicapping, stronger working memory, and mother’s education could increase students’ intention of learning in higher education. Beyond our expectations, higher school achievement (GPA) was not a significant predictor. Comparing different theoretical perspectives, we deduced reliable predictors underlying Hungarian students’ intention of learning in higher education. Therefore, this study is of great importance for educators to pick out the real support for their students’ intention of learning in higher education by following our research findings.
dc.formatpdf
dc.format.page18 p
dc.identifier.citationJózsa Gabriella - Oo, Tun Zaw - Amukune, Stephen - Józsa Krisztián: Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement. Social Sciences 12. évfolya, 12. szám, 2022.
dc.identifier.doi https://doi.org/10.3390/educsci12120906
dc.identifier.issn2227-7102
dc.identifier.issue12. évfolyam
dc.identifier.jtitleSocial Sciences
dc.identifier.mtmt33329508
dc.identifier.uri https://hdl.handle.net/20.500.14834/14434
dc.identifier.volume12. évfolyam
dc.languageangol
dc.language.isoen
dc.rightsszabadon hozzáférhető
dc.subjectmotivation ; self-handicapping ; executive function ; school achievement ; intention of learning in higher education
dc.subject.mabBölcsészettudományok::Neveléstudományok
dc.titlePredictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement
dc.typeArticle
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