Academic motivation and performance as a function of cognitive factors

Abstract

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.