This paper is concerned with measuring the logical consistency of a theory of academic motivation which involves three classes of phenomena: personality dispositions, values, and situational variables. Two hundred boys and 194 girls completed a motivational exercise under non-test and test conditions, and, by means of path analysis following regression analysis, an attempt was made to assess the consistency of the theory. The model stood up to the empirical test well, but the amount of test motivation that was explained by the independent variables (39.17 per cent) was modest. With the wisdom of hindsight, some suggestions are made for the improvement of the model.
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