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The Relationship between Classroom Motivation and Academic Achievement in First and Third Graders

The purpose of this study was to examine the relationship between classroom motivation and academic achievement in first and third graders. The subjects included 122 first grade children and 129 third grade children from a mid-sized, southern city. The total sample was comprised of 251 children, 59% non-white and 57% female.
The findings from the current study were consistent with the literature reviewed in that higher levels of mastery motivation and judgment motivation were found to be related to higher grades in third graders. It is important to note, however, that only higher levels of mastery motivation, not judgment motivation, were found to be related to higher grades in first graders.

Identiferoai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-1107102-185505
Date08 November 2002
CreatorsBroussard, Sheri Coates
ContributorsBetsy Garrison, Diane C. Burts, Bonnie Belleau
PublisherLSU
Source SetsLouisiana State University
LanguageEnglish
Detected LanguageEnglish
Typetext
Formatapplication/pdf
Sourcehttp://etd.lsu.edu/docs/available/etd-1107102-185505/
Rightsunrestricted, I hereby grant to LSU or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation.

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