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Academic motivation and performance as a function of cognitive factors

Existing scales were modified and factor-analysed through "prepilof' and pilot studies for
exploring relations between academic motivation, achievement, and cognitive factors such as locus
of control (LOC), attributions, perceived self-determination and ability.

Distinct, conceptually meaningful factors emerged.

Thirty-seven hypotheses were tested on Unisa students. Among notable findings were:

• Internal LOC related to academic motivation, but treating LOC as a set of distinct factors
rather than a bipolar dimension offered more insights (e.g. "Impotence" rather than other external
LOC factors related negatively to
· achievement).

• Little was gained from categorising attributions according to Weiner's dimensions.

• Intrinsic motivation and "identified regulation" related positively to motivation.

• Students' (especially unsuccessful students') expectations of success and perceptions of their
ability were over-estimated.

• Different factors related to motivation and achievement in different cultural groups.

• Although motivation and achievement are usually positively related, this did not apply to
disadvantaged groups. / Psychology / M.A. (Psychology)

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17509
Date12 1900
CreatorsMoore, Caryl
ContributorsNieuwoudt, Johannes Marthinus
Source SetsSouth African National ETD Portal
LanguageDissertation, English
Detected LanguageEnglish
TypeDissertation
Format1 online resource (ix, 261 leaves)

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