ERIC Number: ED208026
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
A Test of a Structural Model of Student Background and Motivation Variables Influencing Student Test Performance.
Harnisch, Delwyn L.
A structural model suggesting complex causal interrelationships among eight variables which contribute to variance in student learning is described. The variables include mother's and father's educational level; Relaxed Test Comfort Score; Specific Math Comfort Score; Attitudinal Continuing Motivation Score; Behavioral Continuing Motivation Score; Criterion Scaling of Success Attribution on Test Score; and Total Math Score. The data set used to investigate the fit of the model consists of the test results of 2,109 eleventh grade students who took the 1978 Illinois Inventory of Educational Progress, a statewide assessment program. The method of covariance structure analysis was applied to reveal the causal relation among factors including student background motivation and learning outcomes. The model indicates that student motivation and student learning outcomes are most directly affected by student background. Further observations show an indirect influence on student learning outcomes as mediated by the student motivation factor. (Author/AL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Illinois Inventory of Educational Progress
Note: Paper presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981).