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)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17509 |
| Date | 12 1900 |
| Creators | Moore, Caryl |
| Contributors | Nieuwoudt, Johannes Marthinus |
| Source Sets | South African National ETD Portal |
| Language | Dissertation, English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (ix, 261 leaves) |
Page generated in 0.0027 seconds