Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support.

Abstract

The present series of studies sought to develop and conceptually validate a taxonomy of reasons that give rise to academic amotivation and to investigate its social antecedents and academic consequences. In Study 1 (N = 351), an exploratory factor analysis offered preliminary support for an academic amotivation taxonomy comprising four dimensions: ability beliefs, effort beliefs, characteristics of the task, and value placed on the task. In Study 2 (N = 349), the proposed taxonomy was further corroborated through 1st- and 2nd-order confirmatory factor analyses, and its discriminant validity and construct validity were documented. Study 3 (N = 741) offered evidence for a model of the relationships among social support (from parents, teachers, and friends), amotivation, and academic outcomes (e.g., achievement, academic self-esteem, intention to drop out). Results are considered in terms of an increased conceptual understanding of academic amotivation, and implications for curricula and interventions are discussed.