The Relationship Among Motivation, Engagement and Academic Achievement of Ninth Grade Students.

Abstract

The objectives of this study were to 1) develop and validate an instrument to measure motivation and engagement of ninth grade students; 2) investigated the effect of motivation and engagement on ninth grade students’ school academic achievement; 3) compare the motivation and engagement of students whose self-assessment risk to the teacher is assessed. The data from the usable responses (n = 227) and include of 38 at-risk students were summarized and then tested for and optimal factor solution using exploratory factor analysis, create three causal model, then validate with empirical data by analyzing the structural equation modeling, and t-test were used to compare the motivation and engagement of students in the third objective. The results revealed that both the motivation and engagement instrument have good internal consistency. The motivation was a multidimensional construct consisting of 5 factors. The 15-items student engagement questionnaire with best model fit mathing previous research and theory in which a four-factors model was found. The three causal models were consistent with empirical data. Show that motivation indirectly influences on academic achievement through engagement. Finally, self-assessment of the students in the risk group on motivation and teacher evaluation was significantly at .01 level. Similarly, the engagement to evaluate was statistically different at .01 level, except for the agentic engagement was congruent.