Abstract

• The main purpose of this study was to investigate the impact of students’ motivation and motivation factors on academic achievement in a particular classroom setting. Quantitative design was used in this study. The Academic Motivation Scale, Motivation Factors Questionnaire and Academic Ability Tests were used in this study. Academic Motivation Scale consists of three subscales: intrinsic motivation, extrinsic motivation and amotivation and is composed of 27 items (α=0.838). Motivation Factors Questionnaire consists of six subscales: self-efficacy, mastery approach, mastery avoidance, performance approach, performance avoidance, and perceived instrumentality and consists of 22 items (α=0.816). To obtain the required data, a total of 1,332 students from the selected Basic Education Schools in 5 Regions and States participated in this study by using the multi-stage sampling technique. The result of t test by gender revealed that there was influence by gender for motivation and motivation factors by the whole sample. ANOVA results indicated that there were significant differences with regard to students’ motivation and motivation factors by regions. The result of Tukey HSD tests were conducted and it was apparent that regions differed significantly at 0.05 level. In addition, multiple regression analysis showed that students’ motivation (F = 87.010, p<0.001) and motivation factors (F = 495.734, p<0.001) were the best predictors of their academic achievement. The research on how high school students’ motivation and motivation factors impact on academic achievement can give useful guidelines for the teachers to create classroom environment that can impact students’ academic achievement.