Factors Affecting High School Students' Academic Motivation in Taiwan

Abstract

The purpose of this research is to investigate predictive relationships among student characteristics that influence motivation for learning and achievement. A non-Western sample was chosen to test the generalisability of findings outside the Western cultural and social models. The participants were 6,539 students from 14 public high schools distributed across the western half of Taiwan. They were from three grade levels, and were balanced in gender. Correlations, analysis of variance, and multiple regression analyses were conducted. Individual differences predicted classroom perceptions, and perceptions predicted motivation, as did goal structures and group differences. Findings can inform educational policy, as well as teacher professional development and practice.

Acknowledgements

The authors wish to express our special thanks to Xun Ge, PhD and Shu-ju Liu, MEd at the University of Oklahoma for their dedicated work on the translation of the research questionnaires for this study, to Dr Wu at Academia Sinica for his partnership, and to all of the participating schools for their open doors and open minds.