摘要：AbstractMotivation has always been associated with academic performance in school. However, the numerous motivational variables in the literature have yet to identify which type of motivation affects performance best. This study applied stepwise multiple regression analysis to examination results in search for the best predictors among six different motivational variables in predicting performance in year-end examination. The six motivational variables are future time perspective, achievement need, learning goals (mastery and performance), expectancy values, self-efficacy and self-determination. A total of 377 sixteen year old secondary school students were given questionnaires measuring their motivation to perform in the examination. Results showed that five motivation variables best predicted examination score and together they explained 25% of the variance in performance. Achievement need and Performance Goal were removed from the final model. Among the five motivations, future time perspective was the strongest predictor, followed by self-efficacy, expectancy values, self-determination and mastery goal. The importance of nurturing students’ motivational tendencies is discussed in view of developing adolescents’ inner drive to succeed in examination.
关键词：future time perspective;achievement need;learning goals;expectancy values;self-efficacy;self-determination;academic performance
