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Relationship between students’ academic self-concept, intrinsic motivation, and academic performance
El objetivo de esta investigación es la construcción y validación de una escala para medir el autoconcepto en adultos. Para comprender la influencia del autoconcepto en el procesamiento de información, afecto y motivación, la introspección juega un papel fundamental en ésta investigación porque aborda la pregunta filosófica "¿Quién soy?". Se utilizó una muestra no probabilística de tipo intencional de estudiantes de la Facultad de Psicología de la Universidad de Panamá. Se realizó un estudio de tipo exploratorio, con un diseño no experimental, en la escala se utilizó un nivel de medición inervalar, el diferencial semántico (Osgood, Suci y Tennenbaun 1957), que son conceptos bipolares antónimos. Se obtuvo altos niveles de confiabilidad en la escala total, a través del coeficiente de consistencia interna Alfa de Cronbach de 0.96, y en las sub-escalas de autoconcepto ante la vida, salud y muerte (entre 0.95 y 0.98). Para validar el constructo teórico del autoconcepto, se utilizó un análisis factorial con rotación varimax, identificando 62 reactivos con un coeficiente de determinación igual o mayor a 0.50. El instrumento ha demostrado ser una herramienta confiable y válida.
Undergirded by "economic theory of the principal-agent problem", the study investigated secondary school teachers' perception of the influence of large-scale testing accountability on teaching and learning. Cross-sectional survey design was used. Simple random sampling was also employed to select 200 teachers for this study. The exploratory factor analysis results showed that although large-scale testing accountability serves as a motivational factor for teachers to be more productive, it puts pressure on teachers and students. Teachers reported teaching to the test (i.e. washback) and spending a lot of instructional time preparing students for the test. Teachers suggested that large-scale testing results should not be seen as the sole basis for teacher effectiveness. Rather, they indicated that large-scale testing results should be used to foster equitable distribution of educational resources and support teachers' professional development to enhance teaching and learning. Implications for policy and practice are discussed. ARTICLE HISTORY
The study investigated the social challenges of adolescents in secondary schools in Ghana. A cross-sectional survey design was employed. Data were collected from 376 students from five public senior high schools within Cape Coast Metropolis via a multistage sampling procedure. The data were analysed using means, independent samples t-test and multiple linear regression. The results revealed that the most prevailing social challenges students experience are feeling of rejection by friends, fear or concern about the future, and feeling of not being attracted to the opposite sex. This study provides preliminary understanding into a group of adolescent students that are more susceptible to social challenges. Female adolescent, early adolescent, students without residence on campus and students in their final year of study are more likely to experience social challenges than other groups. Moreover, the study revealed that students prefer seeking help from teachers and parents rather than school counsellors.
intrinsic motivation to learn involves engaging in learning opportunities because they are seen as enjoyable, interesting, or relevant to meeting one's core psychological needs ([13][1]). As a result, intrinsic motivation is associated with high levels of effort and task performance ([11][2]).
p>Self-concept is the cognitive aspect of self and generally refers to the totality of a complex, organized and dynamic system of learned beliefs, attitudes and opinions that each person holds to be true about his or her personal existence. Self-concept and achievement are dynamically interactive and reciprocal. It is found that certain psychological factors like self-concept plays a major role in determining the academic achievement of students. Hence the need for this study. A sample of 321 students in different categories of schools following different systems of education at the higher secondary level was chosen. The findings of the study conducted revealed that students belonging to central board schools were better in their self-concept and academic achievement when compared to students from other boards. There is also a significant and positive relationship between self-concept and academic achievement of students at the higher secondary level.
Keywords: Self-concept, Academic Achievement, Psychological factors</p
The internal/external frame of reference model (Marsh, 1986) was proposed to explain the development of academic self-concepts for general ability samples. Recent research calls into question the model's applicability far gifted adolescents' academic self-concept development. This model was examined for 131 adolescents participating in a summer program for academically talented students. Results suggest that the model is useful in understanding the academic self-concept development of students who are gifted, with no significant differences among students with demonstrable strengths in mathematics, verbal areas, or both areas. Educators should be aware that exceptional performance in one area, such as mathematics, will probably have a positive impact in mathematics self-concept but a negative impact on other academic self-concepts, such as verbal self-concept.
This study examined the achievement and its relationship with achievement motivation and self concept. The subjects consisted of 336 students (146 males and 172 females) from four public and four private schools of the Sargodha district at the secondary level. Intact groups of all eight schools enrolled in 9 th grade were involved in the study. An Urdu translated version of 'Academic Self-Description Questionnaire II' (Marsh, 1990) and 'General Achievement Goal Orientation Scale' (McInerney, 1997) was used. The results revealed that achievement motivation and self concept are significantly related to academic achievement. Significant gender differences were discovered which were in favor of girls. It was suggested that teachers must use motivational strategies to involve students in academic activities for improving their grades.
The study investigated the relationship between achievement motivation, academic self-concept and academic achievement of high school students. In addition, the study found out the students profile to ascertain the levels of achievement motivation, self-concept, and their academic achievement. A total of 120 students selected from four high schools participated in the study. The Inventory of School Motivation (ISM) developed by Mclnerney & Sinclair (1991) and The Self-Concept Scale by Cambra & Silvester (2003) were administered on the sample to assess their motivation and self-concept respectively. Percentages, and Pearson Product Moment Correlation Co-efficient were used to analyse the data. The results showed that, majority of the high school students were highly motivated, have high self-concept and performed well on the Mathematics Achievement test. The study also found a significant correlation between self-concept and academic achievement. Again, there was a positive relationship between achievement motivation and academic achievement but the correlation was not significant. The study confirms the importance of achievement motivation and academic self-concept to academic achievement and concluded by making insightful suggestions and recommendations to stakeholders in education in helping students to enhance their motivation and self-concept to improve on their academic performance.
The aim of the present study was to explore relationship between intrinsic and extrinsic motivation on academic performance. Based on literature review following hypotheses were formulated 1) there would be a positive correlation between intrinsic and extrinsic motivation on academic performance. 2). There would be a gender difference on intrinsic and extrinsic motivation on academic performance. A sample of 200 students (100 males and 100 females) was selected from different colleges of Karachi. The age of the participants ranged from 18-21 years (with mean age of 18.56 years). Their educational level was at least intermediate and socioeconomic status was middle and high class. The Academic Motivation Scale (Vallerand, 1992) was administered to assess academic intrinsic and extrinsic motivation and academic performance was measured through last GPA. In order to interpret the results Pearson Product Moment Correlation Coefficients was calculated to assess relationship between academic motivations. Results suggest that intrinsic and extrinsic motivation and academic performance were positively correlated(r=.563; n=200; sig=.000).Furthermore, gender difference was found (t=4.324, p <.05) on motivation and academic performance. To conclude, findings of the results illustrates that motivation improves academic performance of the students. In addition, there is gender difference in motivation type and academic performance.
The purpose of this study was to test children's academic self-concept, family socioeconomic status, family structure (single parent vs. two parent family) and academic achievement in elementary school as predictors of children's educational attainment level in young adulthood within a ten-year longitudinal design. Participants (254 girls, 211 boys) were three cohorts of students in Grades 3, 4, and 5 from ten elementary schools. Results from structural equation modeling revealed that academic self-concept predicted educational attainment level ten years later over and above prior achievement. Moreover, this pattern of results was invariant across cohorts. In addition, regression analyses based on a restricted sample (n = 243) indicated that the academic self-concept/educational attainment level relation was still significant while controlling for family SES, family structure (single parent vs. two parent family), and academic achievement. Discussion focuses on the theoretical and practical implications of the results.
A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important directions for current and future motivational science research efforts. They include (1) What do students want? (2) What motivates students in classrooms? (3) How do students get what they want? (4) Do students know what they want or what motivates them? (5) How does motivation lead to cognition and cognition to motivation? (6) How does motivation change and develop? and (7) What is the role of context and culture? Each of the questions is addressed in terms of current knowledge claims and future directions for research in motivational science.
This study examined the academic self-concept construct in a sample of 206 African American students attending historically Black colleges and universities (HBCUs) and predominantly White colleges and universities (PWCUs). Institutional, gender, and class status (i.e., year in college) differences in academic self-concept were investigated as well as factors that predict academic self-concept. Participants completed the Academic Self-Concept Scale. Findings indicated that the best predictor of academic self-concept for students attending PWCUs was grade point average, whereas the best predictor of academic self-concept for students attending HBCUs was quality of student-faculty interactions. Additional analyses indicated that grade point average is significantly more important for the academic self-concept of African American students attending PWCUs than African American students attending HBCUs. Implications for psychologists are discussed.
The authors examine the factor structure of the Academic Motivation Scale (R. J. Vallerand et al, 1992) with a United States student population. 263 undergraduate students (aged 19–45 yrs) participated. There was some support for a 7-factor structure. Evidence of construct validity examining the relationship with academic self-concept and academic achievement is mixed. Ethnic and gender differences in motivation are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Critical questions in educational psychology research to be addressed in this paper concern the casual relationship between academic self-concept, academic motivation and its effect on academic achievement. Do changes in academic self-concept and academic motivation lead to changes in subsequent academic achievement? Various studies have attempted to answer this question by examining the causal relations between academic self-concept and academic achievement as well as academic motivation and academic achievement. Less integral to research however has been the investigation of the relationship between both academic self-concept and academic motivation and their combined effects on academic achievement. For this reason, this paper aims to elucidate further the relationships among self-concept, motivation and academic achievement by proposing a longitudinal design by which self-concept and motivation are measured from a multidimensional perspective. The theoretical and practical implications of this important question will be discussed.
Academic motivation researchers sometimes struggle to decipher the distinctive characteristics of what appear to be highly analogous constructs. In this article, we discuss important similarities between self-concept and self-efficacy as well as some notable differences. Both constructs share many similarities such as centrality of perceived competence in construct definition; use of mastery experience, social comparison, and reflected appraisals as major information sources; and a domain-specific and multidimensional nature. Both predict motivation, emotion, and performance to varying degrees. However, there are also important differences. These differences include integration vs. separation of cognition and affect, heavily normative vs. goal-referenced evaluation of competence, aggregated vs. context-specific judgment, hierarchical vs. loosely hierarchical structure, past vs. future orientation, and relative temporal stability vs. malleability. We argue that self-efficacy acts as an active precursor of self-concept development and suggest that self-concept research separate out its multiple components and subprocesses and invest more effort toward making students less preoccupied with normative ability comparisons in school.
The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention.
Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatedness--which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy.
There has been an increasing interest in the role of emotional skills in the academic field over the past decades. The current study, by using a weekly diary design, examines within-person variations in positive emotions, student engagement, and performance. The sample consisted of 116 university students who, over 4 consecutive weeks, completed a questionnaire (number of occasions = 464). Results from hierarchical linear modeling showed that the association between positive emotions and objective academic performance was mediated by student engagement. In addition, we also observed a direct relationship between the number of weekly positive emotions and the performance at the university. Our results highlight the importance of promoting both positive emotions and students' engagement. The discussion concludes with the implications of our findings for education.
Intrinsic motivation is associated with better academic performance. Working memory abilities may contribute to this association, especially in children at risk for learning and academic difficulties such as those born extremely preterm. This study examined whether verbal and visuo-spatial working memory abilities mediate the relationship between intrinsic motivation for school learning (mastery, challenge and curiosity) and academic performance (word reading, spelling and mathematics) in 7-year old extremely preterm or extremely low birth weight children (n = 91). Structural equation modeling revealed verbal short-term memory to mediate associations between aspects of intrinsic motivation and literacy performance. Positive associations between mastery and verbal short-term memory, reading and spelling, and a positive association between challenge and mathematics performance were also identified. These findings highlight potential pathways linking intrinsic motivation for school learning, working memory, and academic achievement in early school-age children at risk of academic impairments. Examination of individual characteristics such as motivation and cognitive skills is important for understanding factors that shape children's learning and performance.
The purpose of this study is to investigate the relationship between affective factors
and the academic achievement of students at the University of Venda. To this end,
self-concept, motivation and attitude are the affective factors selected for the study.
The general aim of the study is to determine the role of self-concept, motivation and
attitude in students\' academic achievement and ultimately come up with some
recommendations for enhancing these factors. The theoretical investigation
indicates that there is a relationship between students\' self-concepts, motivation,
attitude, and academic achievement. Similarly, the empirical investigation has
revealed that there is a significant correlation between self-concept, motivation,
and academic achievement of students. It was, for example, found that female
students are significantly more motivated than their male counterparts. It is
therefore essential that educationists should understand the differences in
motivational orientations of their students in order to facilitate effective learning. South African Journal of Higher Education Vol. 21 (3) 2007: pp. 520-536
The objective of this study was to investigate the relationship between academic achievement motivation and home environment among standard eight pupils. The study was carried out on 235 standard eight Kenyan pupils from six urban and rural primary schools randomly selected from Machakos district. Their age ranged between 13 and 17 years. Two questionnaires, the simple profile (SP) and home environment questionnaire, were used to provide information on the pupil's levels of academic motivation and home environment. A significant (p < 0.05) positive relationship was found between six of the home environmental factors, that is fathers' occupation (r = 0.22), mothers' occupation (r = 0.26), fathers' education (r = 0.15), mothers' education (r = 0.14), family size(r = 0.26) and learning facilities at home(r = 0.23) and academic achievement motivation. Parental encouragement was the only factor that was not significantly (r = 0.03) related to academic achievement motivation. Although these correlations are low, they showed that pupils' motivation to do well in academic work is to some extend dependent on the nature of their home environment. It was recommended that parents need to be aware of the importance of their role in their children's academic achievement motivation so that they can provide the necessary facilities at home.
There has been extensive debate among scholars and practitioners concerning whether self-beliefs influence academic achievement. To address this question, findings of longitudinal studies investigating the relation between self-beliefs and achievement were synthesized using meta-analysis. Estimated effects are consistent with a small, favorable influence of positive self-beliefs on academic achievement, with an average standardized path or regression coefficient of .08 for self-beliefs as a predictor of later achievement, controlling for initial levels of achievement. Stronger effects of self-beliefs are evident when assessing self-beliefs specific to the academic domain and when measures of self-beliefs and achievement are matched by domain (e.g., same subject area). Under these conditions, the relation of self-beliefs to later achievement meets or exceeds Cohen's (1988) definition of a small effect size.
Gifted and talented (GAT) students in a new regional selective GAT program were compared with GAT students in mixed ability and streamed classes. Outcomes were academic and non-academic self-concepts, motivation orientations, and achievement tests administered at the start and end of the school year. Selective GAT students' gains were not significantly better than comparison GAT student's gains on any outcome. Selective GAT students' scores were significantly more negative for all facets of academic self-concepts, for all but one of the facets of non-academic self-concept, and for four of six motivational orientations, but did not differ from the comparison GAT students on achievement test scores. Comparisons of students in mixed ability and streamed settings were nonsignificant for 16 of 18 outcomes. The results did not support the intended outcomes of the selective GAT program in relation to academic self-concept and motivational orientations but were consistent with previous self-concept theory and research.
Using structural equation modeling techniques, this exploratory study investigated the differences in the factor structure of academic self‐perceptions in a sample of gifted students and within a general population of students. The factor structure exhibited partial measurement invariance, suggesting that two of the items on the factor work differently in the gifted sample than in the sample from the general population. The gifted sample demonstrated higher academic self‐perceptions than the general school sample and higher self‐reported GPAs than the general school sample. However, the relationship between academic self‐perceptions and self‐reported GPA was invariant across groups. For both gifted students and the general population of high school students, GPA and academic self‐perceptions were moderately and positively related. Therefore, although there are large mean differences between gifted students and the general population of students on the academic self‐perceptions scale, the structure of the relationship between academic self‐perceptions and GPA was similar.
College students (308 undergraduates) completed the Five Factor Inventory and the Academic Motivations Scale, and reported their college grade point average (GPA). A correlation analysis revealed an interesting pattern of significant relationships. Further, regression analyses indicated that conscientiousness and openness explained 17% of the variance in intrinsic motivation; conscientiousness and extraversion explained 13% of the variance in extrinsic motivation; and conscientiousness and agreeableness explained 11% of the variance in amotivation. Further, four personality traits (conscientiousness, openness, neuroticism, and agreeableness) explained 14% of the variance in GPA; and intrinsic motivation to accomplish things explained 5% of the variance in GPA. Finally, conscientiousness emerged as a partial mediator of the relationship between intrinsic motivation to accomplish and GPA. These results are interpreted within the context of what educators could do to encourage and nurture student motivation and achievement.
The pattern of immigration in the last few decades coupled with the tendency for ethnic differences in educational attainment that persist over subsequent immigrant generations has led to an increasing gap in academic achievement between immigrant children, who have received little or none of their education in Canada, and nonimmigrant children, who have received all of their education in Canada. Educators tend to stress the socioeconomic and cultural factors affecting immigrant adolescents' academic achievement to the exclusion of the psychological factors that are also at play in the lives of immigrant adolescents. Therefore, this study examined the impact of psychological indicators, such as academic self-concept and academic motivation, on the academic achievement of immigrant and nonimmigrant adolescents in the Greater Toronto Area secondary schools. The immigrant adolescents in this study performed as well as their nonimmigrant counterparts in English and overall school performance. The immigrant adolescents outperformed their nonimmigrant counterparts in mathematics. The immigrant adolescents had higher levels of math and school self-concepts as well as higher intrinsic and extrinsic motivation than their nonimmigrant counterparts. Math self-concept was the only predictor of math GPA for both immigrant and nonimmigrant adolescents. However, both verbal self-concept and school self-concept were the best predictors of English GPA for both immigrant and nonimmigrant adolescents. While school self-concept was the only predictor of overall GPA for nonimmigrant adolescents, the additional factors of math self-concept and extrinsic motivation-external regulation were the best predictors for immigrant adolescents.
Few studies include associations of emotions, or of individual differences in emotionality, to academic competence, and there are virtually no empirical data on when or why relations exist (or do not exist). The few studies of emotion and achievement have largely focused on anxiety, but there has been scant theoretical and empirical attention devoted to the treatment of other emotions. It is suggested that considering the moderated and indirect effects of students' emotions on their academic functioning may provide an understanding of whether and under what circumstances emotions are related to achievement. This article briefly reviews findings linking situational and dispositional negative or positive emotions to academic achievement and suggests that researchers can learn much about relations between emotions and achievement by considering the potential moderating role of effortful control, as well as considering the mediating roles that cognitive processes, motivational mechanisms, and classroom relationships play in linking emotions and achievement.
What do children need? They need understanding and support to help ensure they live safe, healthy, happy, and productive lives. Educators and health care professionals can help prevent many of the common social, emotional, and academic problems faced by children and schools. As shown throughout this volume, a wealth of research exists to guide practitioners in the selection, development, and implementation of effective school-based prevention programs. Unfortunately, far too many problems are not prevented, and intervention is necessary. To intervene effectively, practitioners must understand evidence-based and practical techniques, strategies, and programs for intervention. Written by leading experts in the field, each chapter in
Children's Needs III offers proven interventions and recommended resources for further information. The book's 81 chapters are organized into four sections: (I) Children's Social and Emotional Needs; (II) Children's Academic Needs; (III) Children's Family-Related Needs; and (IV) Children's Health-Related Needs.
Children's Needs III provides an authoritative resource that health care providers and educators can use every day in meeting the social, emotional, academic, family, and health needs of all children. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reviews of self-concept research since 1976 show that not only is there a consistent and moderately strong relationship between self-concept (SCC) and academic ability, but that these 2 variables are highly interactive and reciprocal. An informal inventory is proposed which reflects behavior and experiences found in previous research to be associated with students of high and low SCC, a tool that counselors and teachers can use in their efforts to assess whether a student's self-attitudes are making positive or negative contributions to the interactive dynamics between SCC and achievement. The inventory contains 14 statements. Research supporting the inclusion of each statement is identified. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
98 freshman university students enrolled in remedial classes were given a freshman skills assessment examination, a mathematics skills assessment test, and the Brookover Self-Concept of Ability Scale (W. Brookover et al, 1964). 92% of Ss were minority students, and many were of low socioeconomic status (SES). Academic self-concept correlated strongly and significantly with grade point average (GPA). Math assessment test scores, reading assessment test scores, and high school average scores did not correlate well with GPA. Analysis showed that academic self-concept was the best predictor of academic success. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Many studies support the existence of a significant decline in students’ academic self-concept from early to midadolescence.
In comparison, the findings on gender effect are less conclusive. This study aimed to determine whether there is any grade
or gender effect on adolescents’ academic self-concept in the Singapore context. Specifically, the cross-sectional study was
conducted with Secondary 1, 2 and 3 students (N = 656) in a government co-educational school. The results established a significant
main effect according to grade, with Secondary 3 students having significantly lower academic self-concept (scale and subscales)
than Secondary 1 and 2 students. In addition, there was a significant main effect for gender, with female students having
significantly higher perceived academic effort (academic self-concept subscale) than their male counterparts.
Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.
The paper appraises the role of secondary education as a 'tool' for national development in post-colonial Ghana. In so doing, it analyses the problems of secondary education provision focusing on funding and reform. I have argued that - notwithstanding the World Bank's present support for universal primary education throughout Africa, a project commenced in Ghana as early as 1951, which represents a major shift from the Bank's previous endorsement (1960s) of university education as the panacea to Africa's development challenges - secondary education remains vital to Ghana's development aspirations. As the most accessible form of higher education in Ghana today, increased attention to, and expansion of secondary education has a greater potential than primary education of sustaining literacy levels attained, raising political awareness and thus advancing democracy, as well as supplying sufficient middle-level manpower crucial to national development.Cet article évalue le rôle de l'éducation secondaire, en tant qu'outil de développement national dans le Ghana post colonial. Il analyse les problèmes de l'éducation secondaire, en insistant sur son financement et sur sa réforme. J'écris que, malgré le soutien actuel que la Banque Mondiale accorde à l'éducation primaire universelle en Afrique (un projet initié au Ghana dès 1951), qui constitue une rupture majeure par rapport à l'ancien programme de financement de l'éducation universitaire initié par cette même Banque (années 60), considéré comme la panacée aux défis de développement de l'Afrique, l'éducation secondaire demeure vitale à la concrétisation des projets de développement du Ghana. Elle constitue la forme d'éducation supérieure la plus accessible aujourd'hui, au Ghana, et qui bénéficie actuellement d'un regain d'attention et d'une certaine évolution ; elle est plus à même que l'éducation primaire, de préserver les taux d'alphabétisation réalisés, de forger une certaine conscience politique, et, ainsi, de faire avancer la démocratie et de fournir une main-d'oeuvre de niveau moyen, indispensable au développement national.
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation for academic preference scale (α = 0.82) as a measuring instrument and achievement test in mathematics (ATM) Two hypotheses were tested for significant at 0.05 margin of error using t-test and analysis of variance (ANOVA) Results showed that gender difference were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed.
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