Examining the Effect of Academic Incentives on Students’ Commitment to Academic Growth in Public Schools of Kabul City: Teachers’ Perspectives

Engineering notes

Key topics: autonomous driving, control. See the paper for implementation details and experimental results.

Chinese explanation / 中文解读

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Original abstract

The present study aimed to examine the effect of academic incentives on students’ commitment to academic growth. This research is applied in purpose and employs a descriptive–correlational design. The statistical population comprised teachers working in public schools in Kabul city, from whom 80 participants were selected through convenience sampling. Data were collected using a researcher-developed questionnaire encompassing the components of encouragement, motivation, and responsibility. Content validity was confirmed by a panel of experts, and reliability was established using Cronbach’s alpha coefficient. Data analysis was conducted using descriptive statistics and inferential methods, including Pearson correlation and multiple regression analysis, via SPSS software. The results revealed a statistically significant relationship between academic incentives and students’ commitment to academic growth. Among the examined components, motivation demonstrated the strongest positive effect on commitment to growth. In contrast, encouragement and responsibility, although statistically significant, exhibited negative regression coefficients. These findings suggest that the controlling or unreflective application of encouragement and responsibility assignment may undermine students’ commitment to growth. Overall, the study highlights the importance of implementing academic incentives in a purposeful, supportive, and learner-centered manner within the teaching–learning process.

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