Academic Achievement Motivation in Hispanic Students

There is a lack of research on academic achievement motivation in Hispanic students, and instruments which measure achievement motivation have not been validated with Hispanic students. Fifteen regular-education teachers rated 67 third through fifth grade Hispanic students on the Teacher Rating of Academic Achievement Motivation (TRAAM). Students completed the Achievement Motivation Scale (AMS). Construct validity was investigated by examining the relationship of the TRAAM with the AMS. Criterion-related validity was established by examining the relationship of the TRAAM with Stanford Achievement Test (SAT) scores and grades. The TRAAM, AMS, Otis-Lennon School Ability Test (OLSAT) scores, and grades were used to predict academic achievement. Pearson product-moment correlations indicate that the TRAAM is a valid measure of academic achievement when used with Hispanic students. Stepwise multiple regression analysis revealed that the TRAAM was the best predictor of grades and it accounted for a significant portion of variance in standardized achievement scores