Chapter Summary

This chapter introduced motivation and highlighted the concerns raised in research about the decline of adolescents’ academic motivation as they progress through the school system. It then examined a range of key motivation theories and constructs that are widely recognised as relevant to students’ motivation to achieve in the secondary school environment, and examined the associated empirical evidence. These theories included self-efficacy theory, attribution theory, achievement goal theory, future time perspective, goal setting, situational and individual interest, and self-determination theory (SDT). Each of these theories recognises social and contextual factors to a greater or lesser degree and also recognises ways in which student motivation can be positively enhanced, particularly through the actions of teachers.

Of these motivation theories, SDT was singled out as the overarching theoretical framework for this study. It was selected because of its capacity to explain different types of motivation, students’ basic psychological needs, and the role of social and contextual influences that address or thwart these psychological needs; all of which were relevant in this study.

Each of the other theories and constructs discussed were also considered to be relevant to this study, as not all aspects of students’ motivation could be effectively explained through the lens of SDT. It was assumed students’ self-efficacy would be influential in their motivation, and that this self-efficacy was likely to be influenced largely by past performance on very similar tasks and also by teachers’ comments. Given the significance of NCEA, it was also anticipated that students would make attributions about their perceived success or failure on assessment tasks related to NCEA English. These attributions would in turn influence students’ motivation on similar NCEA English assessments. Students’ interest or lack of it in aspects of English was also thought to potentially influence students’ motivation to achieve particular achievement standards and English overall.

It was assumed that students would have selected or adopted goals in relation to NCEA and that some of these goals were likely to be relevant to their future career aspirations. It was also thought that students may develop a performance approach or performance avoidance goal orientation, given the emphasis that teachers, schools and parents placed on passing NCEA. In addition, it was assumed students would possess multiple goals that may create pressure and conflict for them, and thus impact on their motivation to achieve NCEA level 2 English achievement standards.

In examining empirical research which drew on these motivation theories and constructs to explain students’ academic motivation, it became apparent that there were few studies that examined senior secondary students’ motivation to achieve in high-stakes certification assessment. In particular, no studies could be located which used SDT as the key theoretical framework, especially to analyse students’ qualitative responses. This dearth of studies was surprising, given the significance for individuals and society of students attaining school exit qualifications.

While the findings from the few international studies located were discussed, it was noted that some of the findings had limited applicability, as high-stakes certification assessment varies from one country to another. However, two studies on students’ motivation in relation to NCEA were examined in more detail. While both studies provided valuable insights into aspects of students’ motivation, there were identifiable gaps. Only one study examined students’ motivation in relation to English and that study did not look at specific aspects of English. Neither study examined students’ motivation to achieve specific achievement standards. Nor did either study examine students’ perceptions in detail throughout the school year to gain greater clarity around the complex and diverse factors influencing students’ motivation to achieve. Most importantly, neither study established what factors students considered most influential in their motivation to achieve NCEA.

In light of the importance of the topic, the limited number of studies available, and the identifiable gaps within the studies conducted to date, this longitudinal study sought to address the following research questions:

1. What motivation-related attitudes do students have regarding NCEA English? In particular, do they:

a) expect to succeed in NCEA level 2 English? b) value passing NCEA level 2 English? c) value English as a subject?

d) find aspects of English interesting?

This first question provides important contextual information for understanding students’ responses to the next two questions.

2. What factors do Year 12 students perceive as having a significant influence on their motivation to achieve:

a) specific level 2 English achievement standards? b) NCEA level 2 English overall?

3. In what ways do Year 12 students perceive that the factors they identified as significant influence their motivation to achieve:

a) specific level 2 English achievement standards? b) NCEA level 2 English overall?

Gender differences are also examined in the course of the study.

In answering these research questions this study sought to: confirm, challenge, and extend the findings of the two NCEA studies discussed; add to the limited number of national and international studies examining students’ motivation to achieve in high- stakes certification assessment, and in the area of English; and provide information for educators to enable them to better support students to be more motivated to achieve. In employing SDT as an overarching theoretical framework, its usefulness as an analytical tool for examining students’ open-ended responses, and for explaining students’ motivation to achieve in high-stakes certification assessment is also highlighted.

Chapter 3.