Motivational profiles and their relation to academic achievement for grade 4, 5 and 6 elementary school students

Abstract

Motivation is a construct that has been intensively researched as an influential factor in the process of learning. This study investigates the presence of motivational profiles (autonomous, controlled, combined motivation, and amotivation) across the upper elementary grade levels (4, 5 and 6) and test whether motivational profiles differ in relation to academic achievement and gender. A sample of (220) students from the upper elementary levels (4, 5 and 6) participated in the study whereby they responded to an “Academic Motivational Scale” questionnaire aimed at investigating the type of motivational profile students have. Further on, students’ Grade Point Averages from a previous semester was collected. Several forms of analyses were conducted on the data from the questionnaires. Multivariate analysis of variance (MANOVA) was conducted to compare the effects of the various groups of students (i.e., grade levels) on motivational profiles. Then, Pearson Correlation analysis was used to investigate the relationship between students’ academic achievement and motivational profiles. T-test scores were calculated to assess the relationship between gender and the various motivational profiles. The findings of this study reveal significant results between identified and autonomous motivation and academic achievement in grades 4 and 5. Significant differences were observed between each grades 4 and 5 and motivational profiles. Gender differences did not have any significant results in relation to the motivational profiles.