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  • Secondary student motivation orientations and standards-based achievement outcomes

    Author(s)
    Meyer, Luanna H
    McClure, John
    Walkey, Frank
    Weir, Kirsty F
    McKenzie, Lynanne
    Griffith University Author(s)
    McKenzie, Lynanne
    Year published
    2009
    Metadata
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    Abstract
    Background. Individual student characteristics such as competence motivation, achievement values, and goal orientations have been related in meaningful ways to task attainment. The standards-based National Certificate of Educational Achievement (NCEA) was developed in New Zealand with the intention of strengthening connections between student learning behaviours and achievement outcomes. Aim. This study investigates interrelationships between self-reported motivation orientations and achievement outcomes on the NCEA, a standards-based, criterionreferenced assessment system for senior secondary students. Sample. ...
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    Background. Individual student characteristics such as competence motivation, achievement values, and goal orientations have been related in meaningful ways to task attainment. The standards-based National Certificate of Educational Achievement (NCEA) was developed in New Zealand with the intention of strengthening connections between student learning behaviours and achievement outcomes. Aim. This study investigates interrelationships between self-reported motivation orientations and achievement outcomes on the NCEA, a standards-based, criterionreferenced assessment system for senior secondary students. Sample. Participants were 3,569 Year 11-Year 13 students at 20 nationally representative secondary schools in New Zealand. Method. Survey data were factor analysed followed by regression analyses to examine relationships across demographic factors, self-report survey results, and NCEA achievement outcomes. Results. Several theoretically meaningful self-reported motivation orientations were strongly related to actual achievement including doing my best (high achievement) and doing just enough (low achievement). These dimensions varied by gender, ethnicity, and school zone decile. Conclusions. These findings illustrate how particular design features of a standards based assessment system relate to student attitudes and achievement. They also highlight the need for longitudinal research to investigate patterns over time as well as the possible impact of interventions to alter motivation and/or academic task performance.
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    Journal Title
    British Journal of Educational Psychology
    Volume
    79
    Issue
    2
    DOI
    https://doi.org/10.1348/000709908X354591
    Subject
    Secondary education
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/35969
    Collection
    • Journal articles

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