Cultural and Socioeconomic Differences in Academic Motivation and Achievement: A Self-Deterministic Approach

Authors

  • Adena Young Missouri State University
  • Gail Johnson Texas A&M University-Commerce
  • Heather Arthur Texas A&M University-Commerce
  • Melissa Hawthorne Texas A&M University-Commerce

Abstract

The purpose of this study was to examine academic motivation and achievement in relation to diverse cultural groups and socioeconomic levels. A total of 363 undergraduate students from four cultural groups completed the Aca- demic Motivation Scale (AMS), Hollingshead Index of Social Position, and a de- mographic form. Results showed both culture and SES play a role in students’ achievement and motivation. Culture contributes significantly to overall motivation, as well as to particular types of motivation, and does so even when accounting for socioeconomic status. However, this study did not find evidence that SES alone effected overall motivation.

Author Biographies

Adena Young, Missouri State University

Missouri State University

Gail Johnson, Texas A&M University-Commerce

Texas A&M University-Commerce

Heather Arthur, Texas A&M University-Commerce

Texas A&M University-Commerce

Melissa Hawthorne, Texas A&M University-Commerce

Texas A&M University-Commerce

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Published

2013-02-08