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Relation of Social Motivation and Gender on Academic Achievement in Qatar

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The Psychology of Asian Learners

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Abstract

This study examined the relationship between social motivation and student academic achievement. Specifically, the study used gender and social motivation factors to predict academic achievement. Exploratory and confirmatory factor analysis were conducted for eight social motivation subscales drawn from three scales: the Inventory of School Motivation, The General Achievement Goals Orientation Scale and the Facilitating Conditions Scale. Factor analysis produced two main factors of school social motivation from eight social factors. The first factor was teacher support/positive peer and the second, social power. A stepwise regression analysis was used to examine the predictor power of the latter two social factors produced from the confirmatory factor analysis and gender differences on achievement. Results indicated that gender was not a predictor of achievement. Teacher support/positive peer students predicted school achievement scores. The findings are discussed in the context of Qatari education and culture.

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  1. Supreme Education Council, Doha, Qatar

    Ramzi Nasser

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  1. Ramzi Nasser
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Correspondence to Ramzi Nasser .

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Editors and Affiliations

  1. Department of Curriculum and Instruction, The Hong Kong Institute of Education, Hong Kong SAR, China

    Ronnel B. King

  2. Department of Psychology Faculty of Social Sciences, University of Macau, Macau SAR, China

    Allan B. I. Bernardo

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Nasser, R. (2016). Relation of Social Motivation and Gender on Academic Achievement in Qatar. In: King, R., Bernardo, A. (eds) The Psychology of Asian Learners. Springer, Singapore. https://doi.org/10.1007/978-981-287-576-1_24

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  • DOI: https://doi.org/10.1007/978-981-287-576-1_24

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