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IDENTIFYING DIMENSIONS OF SCHOOL MOTIVATION IN BRITAIN AND HUNGARY
Author(s) -
KOZÉKI B.,
ENTWISTLE N. J.
Publication year - 1984
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1984.tb02594.x
Subject(s) - psychology , context (archaeology) , developmental psychology , cognition , social psychology , paleontology , biology , neuroscience
S ummary . Previous research in Britain and USA has indicated that motivation in education has several dimensions. Besides academic achievement motivation (hope for success), there are also dimensions reflecting fear of failure, extrinsic motivation related to external rewards, and intrinsic motivation out of personal interest in the subject matter itself. In Hungary extensive interview studies have led to the development of an integrated description of school motivation involving nine distinguishable motives in affective, cognitive, and moral domains. An inventory was developed to measure these nine hypothesised motives within the school context, and six separable factors were identified in Hungary. The present study involves a comparison of the factor structure of the Hungarian inventory with an English‐language version. Eight hundred Hungarian and 365 British 12–13‐year‐olds completed the inventory, and the main analysis extracted eight factors for boys and girls in each country. These factors described dimensions similar to the hypothesised motives, which were identifiable in a comparable form in both samples. Subsidiary analyses examined sex and school differences in mean scores within the two countries. Examination of individual items also produced interesting indications of possible differences between the reactions of British and Hungarian children to their experiences of school.