[Link].

Sci (2019) 8(2): 228-233

International Journal of Current Microbiology and Applied Sciences

ISSN: 2319-7706 Volume 8 Number 02 (2019)
Journal homepage: [Link]

Original Research Article [Link]

A Study on Achievement Motivation of Adolescent Students of

Different Academic Streams

Pretty Rani* and R. Geetha Reddy

Department of Home science extension and communication Management, Hyderabad,

Professor Jayashankar Telangana State Agricultural University, Telangana, India

*Corresponding author

ABSTRACT

Keywords
Achievement motivation is prerequisite for achievement, to succeed and to perform well in
Adolescent, relation to a standard of excellence. The present study was carried out with the objectives
Achievement, to examine the gender related differences and differences across academic majors on
Motivation, achievement motivation among adolescent students. It was measured by a scale developed
Achievement by Norton (2006), which contained 22 items. The scale was slightly modified in
Motivation
accordance to the present research. The study was carried on 80 adolescent undergraduate
Article Info students from Hyderabad district, 40 males and 40 females (ages 13-20 years) selected by
purposive sampling method. Frequencies, percentages, means, standard deviations and
Accepted: independent t- test were used to analyze the collected data. Significant difference was
04 January 2018 found between the achievement motivation of sciences and arts stream students and
Available Online: achievement motivation among male and female college students.
10 February 2019

Introduction thoughts, behavior and environment. The self-

system then forms conceptualizations of the
Adolescence is a time of growing, learning, adolescent’s abilities. These perceptions
adventuring, scoring and dreaming. It is a become the motivational drive that
time of anxieties and problems. The term accompanies the action.
adolescence comes from Latin word
“adolescere” meaning to grow into maturity. Motivation is the driving force behind all the
It is the period where individuals find their actions of an individual. The individual’s
own abilities based on their interests. It is the needs and desires have a strong effect on the
period of potential stress as they experience route of their behavior. Motivation is the
new feelings and emotions. They face internal condition that stimulates, direct and
tremendous pressure and greater demands and maintains behavior. There is a strong
expectation from various agents. Adolescents’ relationship between learning and motivation.
perception activates the self-system providing According to Abraham Maslow when the
information regarding past experiences, need for love and belongingness are met,

228
 [Link] (2019) 8(2): 228-233

individual can then focus on higher level Independent t- test were used to analyze the
needs of intellectual achievement. At this collected data.
stage urge to learn increases (Woolfolk,
2004). Absence of motivation is anobstacle in Results and Discussion
learning and a relevant cause in the decline of
education standards. The table 1 shows that (42.50 % and 40%) in
the present study was in the age group
To study the demographic profile of between 18-20 years in science and arts
adolescent students streams respectively, followed by age group
16-18 years (37.50 and 32.50). The age group
To know the level of Achievement motivation 14-16 of years constituted to be 25% and
among the adolescent college students 22.50% of the respondents in the present
study for science and arts stream respectively.
To perceive the difference between the gender
and the achievement motivation of the With regard to family type, 82.50% and
respondents 67.50% belonged to nuclear family. As much
as 32.50% in arts stream and 17.5% in science
Materials and Methods stream belonged to joint family group. It
clearly indicated that there is major shift in
Based upon the nature of the research the family pattern from joint to nuclear family
problem and objectives of the present study, in cities.
exploratory research design was opted for the
study. The city Hyderabad was purposely Monthly income was operationalized as
selected for the present study. Nearby amount of money or its equivalent, received
Government colleges was purposively during a period of time in exchange for labor
selected because of the availability and easy or services, from sale of goods and property.
accessibility of the respondents. In this study, Mangal et al., (2014) studied to update the
samples comprising of 80 adolescents scale to measure the socioeconomic status of
including 40 females and 40 males consented the individual, for both rural and urban area.
to participate under the age group of 13-20 It takes into account the per capita income of
years were randomly selected. Interview the individual and the as recommended for all
schedule was developed to study the general health studies due to the ease of application.
profile of the adolescents. Achievement Hence the scale was used in the present study
motivation scale developed by Norton (2006), classified the sample based on monthly
which contained 22 items was slightly income as upper class (Rs. 53570-above per
modified for assessing the motivation levels month), upper middle class (Rs.26520-
of adolescent students enrolled in different 53560), middle class (Rs.15700-26510) and
academic stream. The scale consists of 22 lower middle class (RS.8120-15690). The
statements. All statements are of positive same classification is followed in the study as
manner. 5 marks to strongly agree, 4 marks to it is found appropriate.
agree, 3 marks to undecided, 2 marks to
disagree and 1 mark to strongly disagree The table 2 depicts the achievement
responses were assigned. The sum of marks is motivation levels in male and female students.
obtained for the entire scale. The higher the Female sample in the present study comprised
score, more is the well-being. Frequencies, of 40 and male students also were 40 in
percentages, means, standard deviations and strength. As much as 57% of female

229
 [Link] (2019) 8(2): 228-233

respondents in the present study had moderate Pany (2014) studied achievement motivation
levels of achievement motivation whereas in of science male and science female college
the male respondents 50% of them had students. The mean scores of sciences male
moderate levels of achievement motivation. It and science female college students was
should be noted that 45% of the male found to be 20.68 and 24.81 and the standard
respondents in the study had low levels of deviation as3.82 and4.31 respectively. The t
achievement motivation and in females only ratio of above groups was 5.079 which is
26% had low levels of achievement significant at 0.01 level of significance.
motivation. A good number of the female Therefore, there is significant difference
respondents in the study i.e.30% had high between arts male vs. arts female and science
motivation whereas in case of males only male vs. science female achievement
12% had high motivation. motivation levels. The scores give clear
indication that science college students are
It might be due to increased desire in female more motivated than arts college students.
students to achieve their goals which was not
seen in earlier times and that’s why male An inference can be drawn from the above
students from previous time had more of table 4 that there was a significant difference
achievement motivations as compared to in the achievement motivation of male and
female students. This change was seen which female students. These indicates that female
may be due to changing society’s concern students have a more desire to achieve
about success, praise and confidence success and goals in their life which was not
regarding adolescents. seen in earlier times where male students had
more motivation to achieve compared to
The table 3 depicts the levels of achievement female students. The changes were seen
motivation of the male and female which may be due to changing society’s
adolescents of different streams of academic concern about success, praise and confidence
education viz science and arts. It was in female adolescent students especially
interesting to note that 23% females of studying science stream.
science academic stream had high motivation
levels and 15% of females in arts stream had Anitha and Jebaseelan (2018) found there is a
high achievement motivation. When significant difference between the gender and
compared to females of arts stream 20% had the overall achievement motivation score.
high levels of achievement motivation and Concerning the dimensions, there is high
males in the particular stream had 5% of high significant difference between the gender and
levels of academic achievement motivation. the Academic motivation, importance of
As much as 28% of the female students in Grade and marks, meaningfulness of tasks,
science stream and 23% of arts stream had Attitude towards education and teacher,
moderate levels of achievement motivation, interpersonal relation and the gender (male or
on the other hand female studying in arts female). And girls are highly motivated than
streams had 23% of achievement motivation boys in academics.
and 18% of male students studying arts
streams had moderate levels of achievement Devakumar (2018) studied gender differences
motivation. It should be note that 18% of in achievement motivation and academic self-
males had low levels of achievement concept of SSC board students. It was found
motivation studying science whereas 23% of that there was significant difference in
the males studying arts stream had low levels achievement motivation scores where the girls
of achievement motivation. scored higher than the boys. On the contrary,
230
 [Link] (2019) 8(2): 228-233

there was very minimal difference in the was higher than arts studying students.
academic self-concept scores on the basis of
gender. The desire among science students might be
due to their self-belief regarding their present
The study is in line with Maheswari and and defined goals for their future life which
Aruna (2016) found that there is significant became driving force for high motivation. The
difference between the genders of the unlimited opportunity after completion of
respondents with regard to their achievement their degree might also be responsible for
motivation. From the mean score analysis, it high achievement motivational levels.
was revealed that female respondents
perceived better achievement motivation than Upadhyay and Tiwari (2009) evaluated the
the male respondents. effect of academic majors on achievement
motivation of the students. Results showed
An inference can be drawn from the above students of science faculty had significantly
table 5 that there was a significant difference higher achievement motivation in comparison
among the achievement motivation of to Social Science, Humanities and Commerce
students of science and arts stream. Thus, faculty, but it does not significantly differ
achievement motivation of science stream from the vocational courses.

Table.1 Distribution of adolescents related variables

[Link] Respondent Science Stream Arts stream

profile group group
1. Age F % F %
14-16 years 10 25.00 9 22.50
16-18 years 13 32.50 15 37.50
18-20 years 17 42.50 16 40.00
2. Family Type
Nuclear 33 82.50 27 67.50
Joint 7 17.5 13 32.50
4. Income status
Low income 4 10.00 4 10.00
group
Middle income 19 47.50 20 50.00
group
Upper middle 14 35.00 14 35.00
class
High income 3 7.5 2 5.00
group

231
 [Link] (2019) 8(2): 228-233

Table.2 Achievement motivation among male and female adolescents N=80

[Link] Achievement Men Women Total

motivation (Score N % N % N %
category)

1 High (81-110) 2 5 12 30 14 35
2 Moderate (52-81) 20 50 25 63 45 57
3 Low (22-51) 18 45 3 8 21 26

Table.3 Achievement motivation among male and female adolescents in science and arts streams
N=80

Science Total Arts Total

Category
M % F % F % M % F % F %
High 6 15 9 23 15 38 2 5 8 20 10 25
Moderate 7 18 11 28 18 45 9 23 9 23 18 45
Low 7 18 - 7 18 9 23 3 8 12 30

Table.4 Achievement motivation differences of adolescent in male and female N=80

Category Sample size Mean SD T value

Male 40 128.73 2.5 16.39
Female 40 141.02 4.17
* significant at 5% level (p < 0.05)

Table.5 Achievement motivation of adolescent in science group and arts group N=80

Category Sample size Mean SD T value

Science 40 149.68 3.53 14.32
Arts 40 118.72 3.00
* significant at 5% level (p < 0.05)

In conclusion, achievement motivation is one due to lack of motivation. Curricular and co-
of the critical psychological factors curricular activities with adequate counseling
determining future academic and occupational helps to develop achievement motivation and
success. Therefore, education and counselling thereby their academic performance. It is
should be completed with trainings focused clear that the girls have more desire to
on psychological skills useful and desirable in achieve than boys. In the modern era girls, no
everyday life. It is very unfortunate that not more restricted to the four walls of their
all students are able to perform satisfactorily homes. They have ample opportunities to

232
 [Link] (2019) 8(2): 228-233

perform and to display their skills and talents. Humanities And Social Science.25-31.
Teachers must make it clear to students, about Devkumar, M. (2018). Gender Differences in
the types of goals they should set for Achievement Motivation and
themselves and should make the students Academic Self Concept of SSC Board
focus on mastering skills and behavior change Students. Online International
rather than memorizing material. Teachers Interdisciplinary Research Journal,
need teaching strategies that reduce academic {Bi-Monthly}, Volume-08. 101-112.
gender differences. They need to encourage Maheswari K, K and Aruna, M. (2016).
all students to achieve to their potential and to Gender difference and achievement
provide them with emotional and academic motivation among adolescent school
support when needed. It is therefore suggested students. Journal of applied science.
that an exposure to self-esteem enhancement 2(1): 149-152.
programmes and enhancement in positive Pany, S. (2014). Achievement Motivation of
self-concept should be made to change College Students in relation to their
students’ perceptions of themselves leading to Gender, Stream and Locale. Online
an improvement in learning outcomes. The International Interdisciplinary
parents as well as the education authorities Research Journal, {Bi-Monthly},
should engage in programmes that can Volume-IV.360-367
motivate the students to improve their [Link]
academic performance. chsci/media/[Link]
Upadhyay. S., and Tiwari. A. (2009).
References Achievement Motivation across
Different Academic Majors. Indian
Anita, P. and Jebaseelan, S.U. (2018). Study Journal of Social Science Researches,
on Achievement Motivation among 6(2), 128-132.
Adolescent Students in Colleges of
Trichirappalli, Dt. Journal Of

How to cite this article:

Pretty Rani and Geetha Reddy, R. 2019. A Study on Achievement Motivation of Adolescent
Students of Different Academic Streams. [Link]. 8(02): 228-233.
doi: [Link]

233