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The relations between self-determination, achievement motivation and academic achievement

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dc.contributor.advisor Niewoudt JM, Prof en
dc.contributor.advisor Ochse C, Prof en
dc.contributor.author Mnyandu PT en
dc.date.accessioned 2016-09-22T11:53:37Z
dc.date.available 2016-09-22T11:53:37Z
dc.date.created 2000 en
dc.date.submitted 2002 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/140846
dc.description.abstract This study's aim was to investigate whether self-determined behaviour and achievement motivation impact learner's academic performance. Convenient geographic sampling was used to select three primary schools in Soshanguve. A likert type questionnaire was used to collect data from 120 learners. Item analyses were preformed to investigate the reliability of subscales. Three hypotheses were tested using analysis of variance and Pearson product moment correlations. The first, which predicted that intrinsic motivation is positively related to academic achievement, was not supported. Both intrinsically and extrinsically motivated learners achieved better in academic tasks than amotivated learners. The second, which predicted a negative correlation between extrinsic motivation extrinsic motivation and academic performance, was also not supported. The third, which predicted that there is a negative correlation between amotivation and academic performance, was confirmed. en
dc.language English en
dc.subject Psychology en
dc.subject Intellectual processes en
dc.title The relations between self-determination, achievement motivation and academic achievement en
dc.type Masters degree en
dc.description.degree MA en


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