An investigation was undertaken to test the predictive power of motivational variables in introductory physics courses completed at German college preparatory high schools. Dependent variables consisted of achievement assessments, self-perceptions of competence, motivational variables, and intended electives. Achievement differences were influenced by the talent variable; no significant influence could be registered for approach motivation or avoidance motivation. In contrast, approach motivation did have a positive influence on self-perceptions of competence and intended elective choices but not on the motivational factors.
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