Abstract
The main purpose of the study was to investigate the relationship between motivation, self-concept and academic achievement. In addition,late childhood school students differences between self-concept, motivation and academic achievement were investigated. The study utilized a quantitative conceptual study. The study found that there were significant correlations between self-concept, motivation and academic achievement of late childhood school students. It was also found that female students are significantly more motivated than their male counterparts. The study concluded that the findings justify the importance of self-concept and motivation to academic achievement, and some recommendations were made regarding the enhancement of motivation and self-concept of late childhood school students.
Highlights
Motivation is the reason for people's actions, desires, and needs
With respect to late childhood school students, motivation for academic achievement is of great importance
Concerning the existing gap in the academic motivation of late childhood school students, this study has examined the relationship between academic motivation and academic achievement in late childhood school students
Summary
Motivation is the reason for people's actions, desires, and needs. Motivation is one's direction to behaviour, or what causes a person to want to repeat behaviour. With respect to late childhood school students, motivation for academic achievement is of great importance. As an instance personality variables of late childhood school students in general and self-esteem and motivation for academic achievement in particular have intrinsically affected the learning and academic achievement .
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