Differences in Academic Achievement Motivation Among Retained, Special Education, and Regular Education Students

Academic achievement motivation affects a student\u27s academic performance and emotional functioning. The Teacher Rating of Academic Achievement Motivation (TRAAM) is used to assess students third through sixth grade on their academic motivation and skill deficits, which will aide in the decision of whether a child solely has a motivation problem or a combination of factors that result in a handicapping condition. The current study compared TRAAM factors 1-4 and Total Score for students in regular education (n=26), special education (learning disabled, n=26), and those who had been retained (n=26). Univariate analysis of variance results indicated that the regular education group exhibited higher motivation and academic skills, as perceived by the teacher, than did the retained or learning disability groups, which did not differ significantly from each other. A stepwise multiple regression indicated that the TRAAM skill factor and motivation factors measuring mastery and work completion best discriminated groups. Educational specialists should take special interest in the results of this study because it helps identify criteria for children who have a true learning handicap