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Motivational predictors of successful transition from grades 11 to 12 in South Africa

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Abstract

A relatively large number of South African learners drop out of school during the last 2 years of high school. This has important negative consequences for the individual learners, as well as for the country as a whole since it contributes greatly to the high number of unskilled and unemployed people. This study was carried out to explore whether, aside from gender and school environment, learners’ motivation can serve as a predictor of the (un)successful transition of learners from grades 11 to 12 in South Africa. A total of 1,355 grade 11 learners from previously advantaged, transition, and previously disadvantaged school environments in the Free State’s Motheo district participated in the study. Self-determination theory and general theories of learner motivation were used as the underlying theoretical basis for the selection of the predictors. Results showed that the number of unsuccessful learners was much higher among boys and in previously disadvantaged schools. We did not find the importance attached to intrinsic and extrinsic goals to predict the (un)successful transition. We did, however, find that successful transition is associated with higher levels of learner motivation, a more positive attitude towards learning and lower levels of educational anxiety. Finally, in comparison with their unsuccessful peers, learners who were successful in the transition to grade 12 were significantly more autonomously motivated and showed significantly less controlled motivation.

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Author information

Authors and Affiliations

  1. Unit for Professional Training and Services in the Behavioural Sciences, University of the Free State, Bloemfontein, 9301, South Africa

    Adelene A. Grobler, Mirriam R. Knight, Willy Lens & Marlies Lacante

  2. Department of Psychology, KU Leuven - University of Leuven, Leuven, Belgium

    Willy Lens & Marlies Lacante

Authors
  1. Adelene A. Grobler
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  2. Mirriam R. Knight
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  3. Willy Lens
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  4. Marlies Lacante
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Corresponding author

Correspondence to Adelene A. Grobler.

Additional information

Adelene A. Grobler. Unit for Professional Training and Services in the Behavioural Sciences, University of the Free State, Bloemfontein 9301, South Africa. E-mail: groblera@ufs.ac.za

Current themes of research:

Motivation. Future time perspective. Vocational & educational careers - career development/maturity/adaptability.

Most relevant publications in the field of Psychology of Education:

Grobler, A., Lacante, M., Lens, W. (2014). Transition from secondary education to higher education: A three-year longitudinal cognitive-motivational analysis. Bloemfontein, Zuid Afrika: SUN MeDIA.

Grobler, A., Lens, W., Lacante, M. (2012). The role of present and future time perspectives as predictors of health behaviour, risky sexual behaviour and educational outcomes among south african adolescents and emerging adults. International Conference on Time Perspective. Coimbra, 5 - 8 September 2012.

Grobler, A., Lacante, M., Lens, W. (2011). Development and Educational Importance of Career Maturity. A 3-year follow up of South African grade 11 learners. International Career Guidance Conference. Cape Town, 19-21 October 2011.

Mirrian Knight. Unit for Professional Training and Services in the Behavioural Sciences, University of the Free State, Bloemfontein 9301, South Africa

Willy Lens. Unit for Professional Training and Services in the Behavioural Sciences, University of the Free State, Bloemfontein 9301, South Africa and Department of Psychology, KU Leuven - University of Leuven, Leuven, Belgium. E-mail: willy.lens@ppw.kuleuven.be

Current themes of research:

Motivation. Future time perspective. Behavioral regulation. Parenting styles.

Most relevant publications in the field of Psychology of Education:

de Bilde, J., Vansteenkiste, M., & Lens, W. (2011). Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction, 21, 332–344.

Mouratidis, A., Vansteenkiste, M., Sideridis, G., & Lens, W. (2011). Vitality and interest-enjoyment as a function of class-to-class variation in need-supportive teaching and pupils’ autonomous motivation. Journal of Educational Psychology, 103, 353-366.

Mouratidis, A., Vansteenkiste, M., Michou, A., & Lens, W. (2013). Perceived structure and achievement goals as predictors of students’ self-regulated learning and affect and the mediating role of competence need satisfaction. Learning and Individual Differences, 23, 179–186.

Michou, A., Mouratidis, A., & Lens, W. Vansteenkiste, M., (2013). Personal and contextual antecedents of achievement goals: Their direct and indirect relations to students’ learning strategies. Learning and Individual Differences, 23, 187–194.

Mouratidis, A., Vansteenkiste, M., Lens, W., Michou, A., & Soenens, B (2013). Within-person configurations and temporal relations of personal and perceived parent-promoted aspirations to school correlates among adolescents. Journal of Educational Psychology, 105, 895–210.

Michou, A., Matsagouras, E., & Lens, W. (in press). Dispositional achievement motives matter for autonomous versus controlled motivation and behavioral or affective educational outcomes. Personality and Individual Differences

Michou, A., Vansteenkiste, M., Mouratidis, A., & Lens, W. (in press). Enriching the hierarchical model oif achievement motivation: Autonomous and controlling reasons underlying achievement goals. British Journal of Educational Psychology

Marlies Lacante. Unit for Professional Training and Services in the Behavioural Sciences, University of the Free State, Bloemfontein 9301, South Africa and Department of Psychology, KU Leuven - University of Leuven, Leuven, Belgium. E-mail: marlies.lacante@ppw.kuleuven.be

Current themes of research:

Vocational & educational careers - career development/maturity. Gender - study efficiency and drop out. Survey methodology.

Most relevant publications in the field of Psychology of Education:

Grobler, A., Lacante, M., & Lens, W. (2014). Transition from secondary education to higher education: A three-year longitudinal cognitive-motivational analysis. Bloemfontein, Zuid Afrika: SUN MeDIA.

Grobler, A., Lens, W., & Lacante, M. (2012). The role of present and future time perspectives as predictors of health behaviour, risky sexual behaviour and educational outcomes among south african adolescents and emerging adults. International Conference on Time Perspective. Coimbra, 5 - 8 september 2012.

Grobler, A., Lacante, M., & Lens, W. (2011). Development and Educational Importance of Career Maturity. A 3-year follow up of South African grade 11 learners. International Career Guidance Conference. Cape Town, 19-21 October 2011.

Lacante, M., & Van Esbroeck, R. (2010). Differences in the career choice development: general versus technical education. Congress of Applied Psychology. Melbourne, 11-18 July 2010.

Van Esbroeck, R., & Lacante, M. (2009). Gender differences in the development of the Career Choice Development Profile. IAVEG conference. Finland, 3 - 5 June 2009.

Lacante, M., & Van Esbroeck, R. (2009). Gender differences in the development of the Career Choice. Conference of the Society for Vocational Psychology. Saint Louis, 29-30 June 2009.

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Grobler, A.A., Knight, M.R., Lens, W. et al. Motivational predictors of successful transition from grades 11 to 12 in South Africa. Eur J Psychol Educ 29, 693–709 (2014). https://doi.org/10.1007/s10212-014-0223-8

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