Discrimination Factors Between Low Achievers and High Achievers In Academics |
This study examined ahost of variables the literature or focus groups showed to influence studentmotivation to achieve academically. Secondary school teachers in Jind, Haryanawere asked to identify the five most and five least motivated students in theirclassrooms. They also were asked to estimate the degree of involvement theparents had in the school, and the level of affluence of their families. Onlystudents who were found to be independently ranked (Kendall Coefficient ofConcordance) by more than two teachers within the respective category withstatistical significance were included in the sample. This procedure yielded asample of 63 motivated and 64 not-motivated students. The subjects in thesample were administered instruments to measure their locus of control,self-esteem, school milieu, goal performance and mastery, and culturalactivities and items found in the home. Discriminate analysis, One-Way ANOVAs,and Chi Square analyses were performed on the data indicated that only familyaffluence, parental involvement in the school, the number of culturallyenriching items found in the home, and school milieu were able to discriminatebetween the two groups. The results were discussed in terms of their relevanceto future research and ramifications for educators in affluent societies.