Prediction of School Performance: the Role of Motivational Orientation and Classroom Environment

AbstractThe purpose of this study was to explore the relationships between school achievement, motivational orientation and classroom environment in high school adolescents. The participants consisted of 668 eleven-grade students (360 males and 308 females) aged between 17 and 19. Students filled in scales for motivational orientation, teacher and peers support. The student's grades were collected from the school's registers three months later. The regression analysis showed that intrinsic, extrinsic motivation, amotivation and peers support significantly predicted the student's achievement. Also, the results indicated that the relationship between peers support and achievement was moderated by extrinsic motivation. Practical implications of motivational strategies in educational contexts were discussed