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

Datos Bibliográficos

ID5266089
AutoresN J Entwistlexzy (University of Edinburgh), Bela Kozeki (Czech Academy of Sciences, Institute of Psychology)
Año1985
Volumen55
Número2
Páginas124-137
Fecha de publicación1985-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Educational Psychology (JOURNAL)
Identificadores de la revistaISSN: 0007-0998 • E-ISSN: 2044-8279
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8279.1985.tb02617.x
OpenAlexW1991014378
IdiomaEN
Citas recibidas14

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 organising/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 of school motivation but also a profile of scores indicating different types of motive and ways of tackling school work

Developmental psychology · Immigration · Meaning (existential) · Nationality · The arts · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Professional Development and Motivation