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Abstract

Motivational orientation among high school students was examined with student grades used as a marker of school success. Based on student reported grade-point averages, students were placed into three groups (High, Medium, and Low) and compared on school motivation, scholastic competence, and intrinsic motivation (Harter's Intrinsic-Extrinsic Scale of Classroom Orientation). While the groups differed significantly on all collected variables, planned multiple comparisons revealed that the groups differed from each other on school motivation and the Cognitive-Informational Processes component of the Harter I-E Scale. However, on Harter's measures of Scholastic Competence and Motivational Orientation the High Group differed from both the Medium and Low Groups, while these latter two Groups did not differ from each other. These findings are interpreted as consistent with prior research that has shown that among secondary school students there are diminishing numbers of students with a high level of scholastic competence and intrinsic motivational orientation.

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Grades and Motivational Orientation among High School Students

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