The interaction between student motivation and the instructional environment on academic outcome: a hierarchical linear model

Abstract

In response to the recent call from educational psychology for comprehensive models of academic achievement (Linnenbrink-Garcia and Patall, in: Corno, Anderman (eds) Handbook of educational psychology, Taylor and Francis, New York, 2015. https://doi.org/10.4324/9780203874790 ), this study used multiple theories of motivation and instructional environment to predict academic success. Midwestern university students and instructors responded to a survey consisting of motivation, learning approach, responsibility for learning, and academic success measures. Hierarchical linear modeling found that student personal factors accounted for 42% of the variance in mean academic outcome, and instructional environment accounted for 0.03% of the variability in student academic outcome between instructors. HLM coefficients indicated that instructors’ use of performance approach goal orientation suggested growth in student self-efficacy for SRL and increase in academic outcome. Practical applications of this research include instructors adopting mastery and performance approach goal orientation in the classroom, emphasizing the process and enjoyment of learning and de-emphasizing performance avoid goal orientation, which can increase student academic outcome.