In a small rural community, 267 eighth grade students completed the Junior Index of Motivation as well as the California Achievement Test and the Iowa Tests of Basic Skills in reading and mathematics. Significant small to moderate correlations ( P < .01) between the total motivational scale scores and achievement test scores were observed. Factor I, labeled “General Adequacy,” in the motivational scale seemed to contribute most to the achievement test scores.
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White et al. (1974) studied this question.
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