Relationships Between School Motivation, Approaches to Studying, and Attainment, Among British and Hungarian Adolescents

Abstract

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

Approaches to learning, their context and relationship to assessment performance

“…Three approaches to learning are described in the model -surface, deep, and achieving -and each approach has its corresponding motive and strategy (Table 1). Biggs has acknowledged links between his work and that of Entwistle, Hanley, and Hounsell (1979), Entwistle and Kozeki (1985), and Watkins (1983). There are also recognisable links with Heath (1964), Pask (1976), and Schmeck (1983), as well as Saljo (1976a, 1976b) and Fransson (1977).…”

Impressions of disadvantage: I ? school versus university study orchestration and consequences for academic support

“…Theoretically, enduring patterns of study behaviour may be attributable, for example, to enduring motivational influences, preferred learning styles or habitual ways of engaging learning tasks. However, the most basic understanding of student learning engagement acknowledges sources of variation attributable to the context of learning as well, and this is held, by definition, to be a fundamental phenomenon for which there is also an impressive array of supporting argument (Entwistle and Ramsden 1983). Empirically, the evidence in support of this phenomenon is equally clear and its manifestation (within the concept of study orchestration) has been demonstrated at an individual, as well as a group, level of analysis (Meyer and Muller 1990;Meyer and Dunne 1991).…”

L'engagement académique de l'étudiant comme facteur de réussite à l'université Étude exploratoire menée dans deux facultés contrastées

“…Les travaux antérieurs ont mis en évidence le caractère prédictif des aptitudes (Zuniga, 1989), des motivations (Biggs, 1984 ;Entwistle et Kozeki, 1985;Entwistle, 1986 ;Ramsden, 1979 ;Viau, 1994 ;Zuniga, 1989), du passé scolaire (Biggs, 1985;Bloom, 1976;Parmentier, 1994), de certains facteurs sociologiques (Dupont et Ossandon, 1994) et de la qualité de la gestion du temps (Adams et Paquet, 1991;Donnay, 1989;Hoff Macan, Shahani, Dipboye et Phillips, 1990;Parmentier, Gathy, Paquet, De Ketele et Denef, 1991) pour la performance académique universitaire. Plus récemment, des chercheurs se sont intéressés aux méthodes et techniques de travail, aspect qualitatif de l'engagement (De Ketele, Draime et Volgaire, 1987;Entwistle, 1978; Entwistle et Ramsden,1983;Entwistle et Waterson, 1988;Marton et Säljö, 1984;Pask, 1976;Romainville, Philippe et Willocq, 1997), et à la métacognition (Biggs, 1985;Flavell, 1976;Noël, 1991;Noël, Romainville et Wolfs, 1995;Romainville, 1992Romainville, , 1993Schunk, 1989;Thiran,…”