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Mediational role of academic motivation in the association between school self-concept and school achievement among Indian adolescents in Canada and India

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Abstract

The present study examined the mediational role of academic motivation in the association between school self-concept and school achievement among 355 Indian immigrant adolescents in Canada and 363 Indian adolescents in India. Surveys were administered among Grades 9–12 students in Canada and India to assess their academic self-concepts, academic motivation, and academic achievement. Bootstrapped tests of simultaneous multiple indirect effects were conducted to determine the unique ability of each putative mediator—intrinsic motivation, extrinsic motivation, and amotivation—to account for the effect of school self-concept on overall school GPA for Indian immigrant adolescents in Canada and Indian adolescents in India. Mediational analyses revealed the mediational roles of both intrinsic and extrinsic motivation in the association between school self-concept and school achievement for Indian immigrant adolescents in Canada, while intrinsic motivation solely mediated the relations between school self-concept and school achievement for Indian adolescents in India. Amotivation was not a significant mediator for both the Indian immigrant and Indian adolescents. Implications of the findings are discussed.

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  1. National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637 616, Singapore

    Shaljan Areepattamannil

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Areepattamannil, S. Mediational role of academic motivation in the association between school self-concept and school achievement among Indian adolescents in Canada and India. Soc Psychol Educ 15, 367–386 (2012). https://doi.org/10.1007/s11218-012-9187-1

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