Relationship between motivational strategies for learning and subjective vitality with academic performance

Huma Pervaiz, , Rakhshanda Rafiq, Tooba Naseem Rabia Saleem

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dc.contributor.author	Huma Pervaiz, , Rakhshanda Rafiq, Tooba Naseem Rabia Saleem
dc.date.accessioned	2018-08-06T08:51:26Z
dc.date.available	2018-08-06T08:51:26Z
dc.date.issued	2016-05
dc.identifier.uri	http://hdl.handle.net/123456789/7123
dc.description	Supervised by Sahira Zaman	en_US
dc.description.abstract	The present research aimed to investigate the relationship between Motivational Strategies for learning and Subjective Vitality with Academic Performance (GPA). The motivational strategies which include the intrinsic and extrinsic motivation with control of learning, belief and self-efficacy to master a task in a course work and the subjective vitality which is the feelings of that alertness and liveliness affect the academic performance of a student. It was hypothesized that the motivational strategies would have a positive relationship with subjective vitality and used to collect data from the university academic performance. A correlational study design was students of age 18 to 25 which taken as subjects and the data was collected from different universities of Karachi.	en_US
dc.language.iso	en	en_US
dc.publisher	Institute of Professional Psychology	en_US
dc.relation.ispartofseries	IPPBS74;
dc.subject	Motivational strategies for learning , subjective vitality with academic performance	en_US
dc.title	Relationship between motivational strategies for learning and subjective vitality with academic performance	en_US
dc.type	Project Reports	en_US