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To estimate the typical correlation between motivation and educational achievement, the correlations from a calibration sample of 22 studies and a validation sample of 18 studies were analyzed using analysis of variance and regression techniques. Motivation factors were restricted to general, academic, or mathematics self-concept, locus of control, and achievement motivation; achievement outcome measures included achievement and ability tests and grade point indices. For grades 1–12, 232 uncorrected observed correlations showed a mean of .338 indicating 11.4 percent of the variance accounted for in achievement by motivation. Eight variables in a regression model accounted for 39% of the variance in the magnitude of the correlations. Grade level emerged as the only significant student characteristic; motivation and achievement were more highly correlated in students in later grades.
Uguroglu et al. (Thu,) studied this question.
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