ACADEMIC MOTIVATION AND SCHOOL PERFORMANCE - TOWARD A STRUCTURAL MODEL

The purpose of this study was to propose and test a motivational model of school performance based on Deci and Ryan's theoretical framework (Deci and Ryan, 1985, 1991) using structural equation modeling. Studen ts completed the French version of the Academic Motivation Scale as we ll as measures of perceived academic competence and perceived academic self-determination during the spring semester. Subsequently, their fi nal grades in four central subjects were collected at the end of the s chool year. Results supported the hypothesized model. More specificall y, perceived academic competence and perceived academic self-determina tion positively influenced autonomous academic motivation, which in tu rn had a positive impact on school performance. The proposed model exp lained 28% of the variance in performance. Results highlight the impor tance of academic motivation in the prediction of school performance a nd future research directions are offered. (C) 1995 Academic Press. In c.