Abstract
Motivational orientation among high school students was examined with student grades used as a marker of school success. Based on student reported grade-point averages, students were placed into three groups (High, Medium, and Low) and compared on school motivation, scholastic competence, and intrinsic motivation (Harter's Intrinsic-Extrinsic Scale of Classroom Orientation). While the groups differed significantly on all collected variables, planned multiple comparisons revealed that the groups differed from each other on school motivation and the Cognitive-Informational Processes component of the Harter I-E Scale. However, on Harter's measures of Scholastic Competence and Motivational Orientation the High Group differed from both the Medium and Low Groups, while these latter two Groups did not differ from each other. These findings are interpreted as consistent with prior research that has shown that among secondary school students there are diminishing numbers of students with a high level of scholastic competence and intrinsic motivational orientation.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
