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Title: Motivation and academic attainment among British, Hungarian, and Nigerian secondary school pupils
Author: Balarabe, Musa
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1989
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The research reported in this thesis is in two parts, the first covering analyses involving students from British, Hungarian, and Nigerian secondary schools, on the associations between the Entwistle and Kozeki motivations and approaches to learning, and the attributions for success and failure. Prior to this phase of the study, the development and trial of the attribution questionnaire employed in the research is reported. The internal reliabilities for the internal and external attributions of success and failure, were satisfactory. The results revealed very similar factor structures for all the instruments in all three countries, thus indicating that the factors have comparable meaning in all the schools. This adds to the growing evidence that these measures are consistently important aspects of students' motivation in different parts of the world. Associations between the variables revealed some links between the motivations, approaches, and attributions, which include, between the internal attribution of success to effort, with intrinsic forms of motivation, and good study methods. In another set of relationships, links were found between the external attributions of success, with instrumentality in learning. There were also some connections between the use of the reproducing orientation in learning and fear of failure. In the second part, which centered on the main objective of the study, i.e. the identification of factors associated with the motivations of the Nigerian Hausa students, it appeared from the results of comparisons with other ethnic groups, that the Hausa problem of motivation and achievements, was linked to their lower socio-economic status, due to the late coming and spread of Western education in the northern parts of the country. For this reason, emphasis was shifted to the children of rural areas, and the problems of education in those schools. Suggestions are made for developing those forms of motivation and attributions that lead directly to competence and achievements. Further analyses revealed no gender or religious differences in the motivations, approaches to studying, attitudes, and causal perceptions, of the Nigerian students.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available