Abstract
Summary. Mathematics and English achievement was investigated among 277 Year 10 Australian students. Using the School Motivation Analysis Test (SMAT) as the measure of dynamic motivational traits, significant achievement variance (25 per cent for Mathematics; 34 per cent for English) was accounted for independently from that due to abilities and personality traits. Male students tended to invest a greater proportion of intellectual abilities (indexed via the SMAT General Information Intelligence score) than did females in the learning of Mathematics (accounting for 25 per cent of the variance for males), whereas females demonstrated a higher investment of abilities in English. The specific motivational dynamic traits predictive of performance in each subject area are reported and discussed.
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