Influences of motivational factors on educational outcomes : culture and gender issues

Motivation research has shown significant relations of self-concept and value of schooling to educational outcomes, but has not simultaneously scrutinized the relative influences of different constructs on various educational outcomes. In the present investigation, a sample of Australian students from 6 primary schools in Western Sydney (N = 730) completed a multidimensional self-concept scale that measured components of self-concept (competence and affect) for each scale and a motivational construct (value of schooling). They were also asked to rate their sense of identity. Their achievement scores were obtained by conducting both a reading and a numeracy test. Structural equation modeling (SEM) was applied to relate the motivational constructs (competence, affect, and value) to the outcomes (achievement and identity). Multivariate analysis of variance was also conducted to test cultural and gender differences in the motivational constructs. Results showed that students’ sense of competence was the strongest predictor of achievement whereas value of schooling, was a strong predictor of both achievement and sense of identity. Australian students with an Asian ethnicity tended to be higher in their self-concepts (both competence and affect) compared to their Anglo peers. Girls were also slightly higher than boys in affect to learning. There were small ethnicity x gender interaction effects showing that the difference between the Asian and Anglo Australian students in self-concept (both competence and affect) was predominant for boys. Given that a sense of competence was found to be a strong predictor of achievement, it seems that educators should pay more attention to enhancing Anglo students’ development of their sense of competence so as to maximize their potential. In addition, as value of schooling was also a strong predictor of both outcomes (achievement and identity), it is important to maintain the students’ high level of value of school so that they can enjoy both short-term and long-term benefits of education.