Journal of Educational Sciences > Volume 8, No. 1, 1996

The Relationship between Motivation and Achievement, Attitude towards Tests, Self Concept and Psychological Adjustment of a Sample of Intermediate and Secondary School Students in Bahrain / Mohamed Hassan Al-Mutawa

The purpose of this study is to investigate the relationship between motivation and achievement. attitude towards tests, self concept and psychological adjustment of a sample of intermediate and secondary students in Bahrain. and to find out the relationship between the dependent variables and the sex. educational level, age, socioeconomic status. and birth order of students.
The study sample consisted of (107) students (50 males and 57 females) selected randomly from intermediate and secondary schools. The investigator administered four instruments: Motivation to Achievement Questionnaire (MAQ), Attitude towards Tests Measure (ATM), Self Concept Checklist (SCC) and Psychological Adjustment Questionnaire (PAQ). To test the major hypotheses, Pearson Moment Product, t-test, and analysis of variance at the 0.05 level of significance were used. The study revealed the following results:
1. There was a positive significant relationship between attitude towards tests and self concept among the total sample of the study; also there was no relationship between concept and motivation
towards achievement among the total sample of the study.
2. There were no significant differences between the mean scores of students due to sex on the four dependent variables: motivation to achievement, attitude towards tests, self concept and psychological adjustment.
3. There were no significant differences between the mean scores of students due to education level (intermediate, secondary) on the four dependent variables: motivation to achievement, attitude towards tests, self concept and psychological adjustment.
4. There were significant differences between the mean scores of students due to age on motivation to achievement and psychological adjustment.
5. There was a significant difference between the mean scores of students due to birth order on the psychological adjustment.
6. There were no significant differences between the mean scores of students due to socioeconomic status (SES) on the four dependent variables; motivation to achievement, attitude towards tests, self concept and psychological adjustment.