Relationship between Origin Climate, Perceived Responsibility, and Grades

Abstract

This study examined relationships proposed by DeCharms' (1976) model of educational motivation. Specific behaviors of teachers are thought to induce a sense of personal causation in pupils, enhance feelings of academic responsibility, and motivate performance. Such an environment is termed an origin climate. The Origin Climate Questionnaire and the Intellectual Achievement Responsibility Questionnaire were administered to 137 eighth graders and 96 eleventh graders. Course grades also were obtained from the teachers. Attributed responsibility and grades were positively correlated with pupils' perceptions of the extent to which their classrooms reflected an origin climate.