SUMMARY.Samples of 614 British and 579 Hungarian pupils aged 13-17 completed an inventory covering 20 sub-scales of school motivation and approaches to studying. Indices of attainment in arts and science were also obtained. The factor structure of the inventory proved to be remarkably stable across nationality and sex, with school motivation accounting for two factors (the emotional and moral domains, and the cognitive domain) and approaches to studying dividing into three (meaning, reproducing, and organking/ strategic). Correlations of the scales with attainment were obtained, along with multiple regression analyses. The overall inventory provides valuable information to teachers in the form of not just a single index ofschool motivation but also a profile ofscores indicating different types of motive and ways of tackling school work.INTRODUCTION KOZEKI (1 984) has described a model of school motivation which places equal emphasis on three separate domains -affective, cognitive, and moral. It seeks to explain pupils' school behaviour and attainment in terms of an interaction between pupils' relationships with parents, teachers or peers (the affective domain) and their developing demands for independence, competence, and interest within their school work (the cognitive domain). The moral domain contains, in effect, one type of outcome of earlier interactions -the growth of trust, compliance o r responsibility. A summary of the nine dimensions is shown in Figure I .The initial description of these nine motives was based partly on interviews and partly on experimental work which related actions to the consequences anticipated by the pupils (KozCki, 1975(KozCki, , 1980. Subsequently a School Motivation Inventory was developed which produced six factors, two in each domain. This early work was carried out entirely in socialist countries in Central Europe, but recently a comparative study

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The previous article has described the development of scales designed to measure pupils' perceptions of school and teachers. Previous comparative studies have shown interesting differences in motivation and approaches to learning between Britain and Hungary, which were considered to reflect different methods of teaching. This article explores the relationships between a set of inventory scores describing perceptions of school and teachers and another set indicating school motivation and approaches to learning. The complete inventory was given to samples of 516 12-15 year-old pupils in five British schools and a comparable sample of 602 pupils in Hungary. The factor structure of the combined inventory was investigated, together with correlational analyses at scale and item level which suggested that relationships did exist between perceptions of school and teachers, levels of school motivation, and approaches to learning.

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