The purpose of this study was to investigate the relationship between motivation types of self-determination and academic achievements of elementary upper grade students.
The research question of this study were as follows:
1) What are the patterns ...
The purpose of this study was to investigate the relationship between motivation types of self-determination and academic achievements of elementary upper grade students.
The research question of this study were as follows:
1) What are the patterns of self-determination in motivation for elementary school students group?
2) Does the motivation types of self-determination of elementary upper grade students show a simplex structure?
3) What are the best predictors for academic achievements among five motivation types?
The results of the study were as follows:
1) The elementary upper grade students showed the highest score on identified motivation (M= 34.48), and were appeared in the order of intrinsic motivation.
(M= 30.60), introjected motivation (M= 21.98), extrinsic motivation (M = 16.02), and amotivation (M= 15.17).
2) The simplex structure was confirmed among the self-determination motivation types. They showed the hierarchy relation as a simplex structure that each motivation type has separable properties. They were located on the continuum of self-determination. There were positive correlations with the adjacent variables and negative correlations with the apart variables.
3) The identified motivation and amotivation variables were best predictors for academic achievement among 5 motivation types based on self-determination theory.
The research implications and suggestions for future study were suggested.