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ERIC Number: ED344917
Record Type: RIE
Publication Date: 1992-Apr
Pages: 38
Abstractor: N/A
Reference Count: N/A
The Effects of Motivation and Classroom Learning Environment on Black Secondary Students' Verbal and Mathematics SAT Scores.
Payne, Oscar L.
The Multidimensional Motivation Instrument and the Classroom Environment Scale were used to examine the effects of the variables motivation (achievement motivation, academic self-concept, social self-concept, and emotional self-concept) and the classroom learning environment (involvement, affiliation, teacher support, task orientation, order and organization, and rule clarity) on the verbal and mathematics Scholastic Aptitude Test (SAT) scores of approximately 300 black high school seniors. The students took the SAT during the fall of the 1989-90 school year. Also studied were the effects of ability and sex on SAT scores. Multiple regression indicated that the motivation variable academic self-concept had significant positive effects on verbal and mathematics scores, but no other motivation variable had significant effects. The classroom learning variable order and organization had a significant positive effect on mathematics scores, but no other classroom variable had significant effects. Ability had the strongest positive effects on verbal and mathematics scores, while sex had a significant inverse effect on mathematics scores. Several significant sex differences were found for involvement, affiliation, and social self-concept. Results suggest a need for more systematic examinations of the achievement of black students in verbal and mathematics areas. One figure and 3 tables present study data, and there is a 59-item list of references. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Classroom Environment Scale (Fraser and Fisher); Multidimensional Motivation Instrument; Scholastic Aptitude Test; Self Report Measures
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992). For a related document, see TM 018 249.