Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2019). When Teachers Learn How to Provide Classroom Structure in an Autonomy-Supportive Way: Benefits to Teachers and Their Students. Teaching and Teacher Education, 90, Article 103004.
https://doi.org/10.1016/j.tate.2019.103004

has been cited by the following article:

• TITLE: Motivation and Academic Performance: Evidence from Two Senior High Schools in Ghana

  AUTHORS: Peter Kofi Dabie

  KEYWORDS: Academic Performance, Motivation, Intrinsic, Extrinsic, Coach Tutoring, Self-Efficacy

  JOURNAL NAME: Open Journal of Social Sciences, Vol.13 No.3, March 21, 2025

  ABSTRACT: The notion that students’ performance on examinations depends only upon teaching and learning and how well the student prepares is overly simplistic. Although these are key factors, other essential factors greatly influence students’ performance. The present study helped to identify one of such significant interventions at Ghana’s Senior High School (SHS) level. This research used quantitative, qualitative, and experiential research approaches. The study aimed to evaluate the effectiveness or otherwise of a motivation policy on academic performance at the SHS level and how it affected students’ performance. Primary and secondary data were used as methodology. The data were analyzed using descriptive and inferential statistics. Two schools, Presbyterian Boys’ Secondary School, Legon (PRESEC Legon) and Presbyterian Senior High School, La (PRESEC La), both in Accra, were used for the study. The motivation policy provided financial rewards to students. The motivation policy had a positive impact on SHS students. The study has developed evidence-based recommendations to help policymakers.