The Effect of Motivation, Family Environment, and

Student Characteristics on Academic Achievement

Ibtesam Halawah

This paper is designed to study the effect of motivation, family environment, and
student characteristics on academic achievement. The study was conducted on 388
high school students (193 males and 195 females) from Abu Dhabi District, United
Arab Emirates (UAE). A Likert-type instrument that consisted of three parts (scales)
was used to measure students' level of motivation, parental influences, and students'
characteristics, while academic achievement was measured using student's GPA.
Calculations were also breakdown by gender to assess differences between male
and female students. Students' mean level of motivation was less than the means of
parental influence and student's characteristics. No gender differences were observed
on the variables measured by the instrument. Correlations between each of motiva-
tion, family environment, student characteristics and academic achievement were
small and practically not significant. Remarkably high correlation value was observed
between motivation and students characteristic. The highest correlation value was
observed between family environment and students' characteristics. Results were
discussed on the light of other studies'findingsand results.

Intelligence is not the only determinant
of academic achievement. High motivation
and engagement in learning have consistently
been linked to reduced dropout rates and
increased levels of student success (Kush-
man, Sieber, & Harold, 2000). Development
of academic intrinsic motivation in students
is an important goal for educators because
of its inherent important for future motiva-
tion as well as for student's effective school
functioning (Gottfried, 1990). The few stud-
ies that have examined motivation in young
children have found that it is a week predic-
tor of achievement (Stipek & Ryan, 1997).
The family is the primary social system for
children. Rollins and Thomas (1979) found
that high parental control were associated
with high achievement. Cassidy and Lynn
(1991) included a specific factor of the
family's socioeconomic status, crowding, as
an indicator of how being disadvantaged af-
Ibtesam Halawah, Ph.D., Ajman University of
Science & Technology, United Arab Emirates.
Correspondence concerning this article
should be addressed to Dr. Ibtesam Halawah at
ibtesamh@hotmail.com.
fects educational attainment. They found that
a less physically crowded environment, along
with motivation and parental support, were
associated with higher educational levels of
children. Religiosity as an aspect of the family
environment is another independent variable
possibly influencing academic achievement
(Bahr, Hawks, & Wang, 1993). Cassidy and
Lynn (1991) explored how family environ-
ment impacts motivation and achievement.
This means that motivation served as a me-
diating variable between home background,
personal characteristics, and educational
attainment.
Higher-achieving students are likely to
have the following characteristics: positive
feelings about their school experiences; at-
tribute their success in high school to such
things as hard work, self-discipline, organi-
zation, ability, and high motivation; tend to
watch relatively little television during the
school week; tend to associate with students
who also were successful in school; and avid
readers (WEAC, 2005).
This paper is designed to study the ef-
fect of motivation, family environment, and
student characteristics on academic achieve-
 92/ Journal of Instructional Psychology, Vol. 33, No. 2

ment. Research in this area should increase to succeed (Gottfried, 1990).

the awareness to concentrate on student's Intrinsic motivational patterns have been
motivation in an effort to increase effective associated with high-perceived ability and
school functioning in the later years and control, realistic task analysis and planning,
eventually improve our educational stature. and the belief that effort increases one's abil-
ity and control (Fincham & Cain, 1986). An
Review of the Literature extrinsic orientation toward learning is char-
Early motivational theorists in psychol- acterized by a concern with external reasons
ogy attempted to explain motivation in many for working, such as the judgment of others
different settings and for many kinds of be- regarding one's performance, grades, or some
haviors (Weiner, 1990). Motivation is referred anticipated reward. Intrinsic motivation is at-
to as multidimensional: it measures impulsive tenuated by the use of extrinsic rewards and
and deliberate action, is concerned with the tends to change or decrease as the age of the
internal and external factors, and observes child increases (Goldberg, 1994).
causes for behavior. Harter (1983) proposed Academic achievement is accomplished
a model of mastery oreffectance motivation, by the actual execution of class work in the
describing the effects of both success and fail- school setting. It is typically assessed by
ure experiences on mastery motivation. The the use of teacher ratings, tests, and exams
goals of effectance motivation are acquiring (Howse, 1999). Research shows that student'
competence and influencing one's environ- perceptions of academic competency decline
ment (Eccles, Wigfield, & Schiefele, 1998). as they advance in school (Eccles, Wigfield,
Mastery motivation is defined as a general & Schiefele, 1998). Schunk and Pajares
tendency to interact with and to express influ- (2002) attribute this decline to various factors,
ence over the environment. including greater competition, less teacher
According to Goldberg (1994), children attention to individual student progress, and
with intrinsic motivation in academic would stresses associated with school transitions.
have higher self-perceptions of competence in Students were motivated by teachers who
academics and that children who areextrinsi- cared about student learning and showed
cally motivated would have lower perceived enthusiasm. These teachers introduced topics
academic competence. Harter's effectance in an interesting and challenging way, used
motivation theory is important because it varied teaching strategies, and promoted stu-
includes the effects of both success and failure dent involvement by allowing participation in
on subsequent motivation (Eccles, Wigfield, the selection of learning activities (Cothran
& Schiefele, 1998). & Ennis, 2000).
Student's motivation for learning is gen- Gottfried found positive correlations
erally regarded as on of the most critical deter- between motivation and achievement. Spe-
minants, if not the premier determinant, of the cifically, young students with higher academic
success and quality of any learning outcome intrinsic motivation had significantly higher
(Mitchell, 1992). Examining the construct achievement and intellectual performance.
of intrinsic motivation in elementary school She also found that early intrinsic motivation
students is significant and important, because correlates with later motivation and achieve-
academic intrinsic motivation in the elemen- ment and that later motivation is predictable
tary years may have profound implications from early achievement (Gottfried, 1990).
for initial and future school success. Students It was also found that perceived academic
who are more intrinsically than extrinsically competence was positively related to intrinsic
motivated fare better and students who are not motivation. It seems that students who feel
motivated to engage in learning are unlikely competent and self-determined in the school

context develop an autonomous motivational
profile toward education, which in tum leads
them to obtain higher school grades. Per-
ceived academic competence and perceived
academic self-determination positively
influenced autonomous academic motiva-
tion, which in tum had a positive impact on
school performance (Fortier, Vallerand, &
Guay, 1995).
Some studies have found little or no sig-
nificant relationship between motivation and
academic achievement. A study by Niebuhr
(1995) examined relationships between sev-
eral variables and student academic achieve-
ment. The study included an investigation of
the relationship of individual motivation and
its effect on academic achievement. Findings
indicate that student motivation showed no
significant effect on the relationship with
academic achievement. Niebuhr's (1995)
findings suggest that the elements of both
school climate and family environment have
a stronger direct on academic achievement.
Another study by Boggiano, Main, and Katz
(1991), regarding differences in gender in mo-
tivation, found that females were significantly
more extrinsic than males. Male students'
performance accords their interest level more
than is the case for female students. Specifi-
cally, female students' academic performance
is less associated with their interests than male
students' academic performance (Schiefele,
Krapp, & Winteler, 1992).
The literature reviewed showed that most
elementary students begin their academic ca-
reer with a desire to learn and with an intrinsic
approach to achievement (Entwisle & others,
1986). It has been revealed that an intrinsic
orientation toward education switches to a
more extrinsic orientation as students increase
in age (Goldberg, 1994). Often educators
complain that students are unmotivated to
learn; parents echo this cry and each blame
the other for the students' apathetic response
to learning. If schools and parents focused
on the different parts of academic motivation
and developed meaningful programs, across
Academic Achievement.. /93
the home and classroom, possible gains could
result (Niebuhr, 1995).
According to Hammer (2003) the home
environment is as important as what goes on in
the school. Important factors include parental
involvement in their children's education,
how much parents read to young children, how
much TV children are allowed to watch and
how often students change schools. Achieve-
ment gab is not only about what goes on once
students get into the classroom. It's also about
what happens to them before and after school.
Parents and teachers have a crucial role to play
to make sure that every child becomes a high
achiever. Parental influence has been identi-
fied as an important factor affecting student
achievement. Results indicate that parent
education and encouragement are strongly
related to improved student achievement
(Wang, Wildman, & Calhoun, 1996).
Phillips (1998) also found that parental
education and social economic status have
an impact on student achievement. Students
with parents who were both college-educated
tended to achieve at the highest levels. In-
come and family size were modestly related
to achievement (Ferguson, 1991). Peng and
Wright's (1994) analysis of academic
achievement, home environment (including
family income) and educational activities,
concluded that home environment and educa-
tional activities explained the greatest amount
of variance. In conclusion denying the role of
the impact of a student's home circumstances
will not help to endow teachers and schools
with the capacity to reduce achievement gaps
(Hammer, 2003).
Allen and Kickbusch (1992), cited in
WEAC, 2005, found that the higher-achiev-
ing students plan to continue their education
after graduationfromhighschool,participate
extensively in extracurricular activities, have
a few absences each school year, more likely
to engage in recreational reading and to check
books out of the school or public library on
a regular basis, watch less television, spend
more time each evening doing their home-
 94/Journal of Instructional Psychology, Vol. 33, No. 2
work, havefriendwho have positive attitudes
toward school and who rarely cut classes or
skip school, have positive feelings about their
teachers and about specific courses they take
and attribute success in school to hard work
rather than ability. This study attempted to
reveal the relationship between motivation,
family environment, student characteristics
and academic achievement.
Methodology
Instrument and Variables
An instrument consists of three parts
(scales) was used to measure the variables
of this study (see Appendix). The first part,
which consists of 10 items (items 1 to 10),
was used to measure students' level of mo-
tivation (Broussard, 2002). Examples from
this part are: "I like hard work because it is a
challenge". Item 2, and "I like to go on to new
work that's at a more difficult level". Item 8.
The second part, which has 10 items too (items
11 to 20), was used to measure parental influ-
ences (Wang, Wildman, & Calhoun, 1996).
Two examples from this part are: "Parents
insist on homework and help me with it" Item
11, and "Parents question my performance in
school" Item 18. The third part was used to
determine students' characteristics (Cathryn
& Linda, 2004). Fifteen items (items 21 to
35) were used in this part. Two examples
from this part are: "I can finish assignments
by deadlines". Item 21, and "I arrange a place
to study without distractions" Item 33. Each
item was measured using a Likert scale that
ranged from "strongly disagree" (1 point) to
"strongly agree" (5 points). In addition, the
questionnaire requested demographic infor-
mation such as age, gender, GPA, mother's
Table 1
Internal Reliability ofthe Three Scales Used in the Instrument
Scale Number of
items
Motivation 10
Parental Influences 10
Students' Characteristics 15
and father's highest education. Academic
achievement was measured using student's
GPA.
Participants
The study was conducted at Abu Dhabi
District, United Arab Emirates (UAE).There
are 23 high schools in Abu Dhabi District (11
for males and 12 for females). Eight schools
were selected randomly (four males and four
females) to participate in this study. A total
of 388 students (193 males and 195 females)
with average age of 16.5 years responded
to the items of the instrument. Respondents
were guaranteed confidentiality, and the
instrument was filled in anonymously with
no identification information.
Procedure
Reliability of each part of the instru-
ment was assessed through calculating both
the internal and the split-half reliability.
An independent t-test was used to compare
results between male and female on each
variable. Relationship between motivation,
family environment, student characteristics,
and academic achievement were assessed by
calculating simple correlations among these
variables.
Results and Discussion
The internal reliability of each of the
three scales in the instrument was estimated.
Table 1 shows number of items, Cronbach's
alpha, and split-half reliability for each scale.
Considering that reliability is a function of
number of items in an instrument and that
number of items is relatively small, the three
scales were considered internally reliable.
Internal reliability Split-half
(alpha) reliability
.52 .47
.81 .76
.78 .70
 Academic Achievement.. 195

The information provided about the high- for the three scales were above the theoretical
est education of students' parents indicates average of each scale. Students' mean level of
that the majority of fathers (64.2%) and the motivation (3.85) was less than the means of
majority of mothers (40.0%) have at least the other two scales: parental influence (4.23)
university degrees. As expected, fathers and student's characteristics (4.16).
have higher education than mothers. The Academic achievement was assessed
least percentage in both genders was in the using students GPA. The overall average of
College category. Table 2 summarizes par- students GPA was 81.66% and the standard
ents' education in four categories. Research deviation (SD) was 11.00. The average
shows that parents can play an important role GPA for male students was 82.37% (SD
in strengthening their children's education. = 10.86), while that of males was 80.95%
Wang, Wildman, & Calhoun (1996) indicate (SD =11.09).
that parent education and encouragement are Using independent t-test, the difference
strongly related to improved student achieve- between males and females on achievement
ment. A study by Grissmer (1994), cited in was not statistically significant (t = 1.36,
WEAC, 2005, also found that parents' level p = .21).
of education was important factor affecting Results for male students on the three
student achievement. scales were similar to those of female students.
Student's level of motivation was as- To statistically check whether the differences
sessed by averaging the responses of students between males and females are significant,
on the items that make the scale afterrecoding an independent-test was used on each scale
negative items. The same was done to estimate using (.01) level of significance. Differences
parental influence and students' characteris- on motivation and parental influence were
tics. Calculations were also breakdown by found to be statistically not significant, while
gender to assess differences between male and the difference between males and females
female students. Means and standard devia- on student's characteristics was significant
tions of the students' responses on the three (t= 2.91, p< .001). However, practically,
scales are shown in Table 3. All mean values this small difference could not be counted.

Table 2
Parents' Education
Highest education Fathers Mothers
Bachelor degree or higher 64.2% 40.6%
College 2.3% 7.1%
High school 12.6% 23.5%
Less than high school 19.1% 28.8%

Table 3
Means and Standard Deviations of Motivations, Parental Influence,
and Students' Characteristics
Scale Total Males Females
Mean ""SD" Mean SD Mean SD
Motivation 3.85 .42 3.90 .38 3.80 .44
Parental Influences 4.23 .58 4.24 .62 4.22 .54
Student's Characteristics 4.16 .47 4.11 .52 4.26 .40
 96/ Journal of Instructional Psychology, Vol. 33, No. 2
Table 4
Pearson Product Moment Correlations among Achievement,
Motivation, Family Environment, and Student Characteristics
Achievement
Achievement 1:00
Motivation .07
Family environment .15*
Students' .16*
characteristics
*: significant at .05, **: significant at .01
Based on that, one can conclude that there are
no gender differences on the three variables
measured by the instrument. This result is
not surprising given that students in both
genders have come from the same culture
and similar backgrounds. This could explain
why students have the same perspective in
viewing the questionnaire items regardless
of their gender. Although potential gender
differences in motivational orientation have
been observed in several studies (e.g., Bog-
giano. Main, & Katz, 1991), in this study
males and females are similar in all variables
and especially achievement. This similarity
made differences between males and females
on the other variables very minor.
The relationship between motivation,
family environment, student characteristics,
and academic achievement were assessed
by calculating simple correlations among
these variables. Results are summarized in
Table 4.
Student's motivation for learning is
generally regarded as one of the most criti-
cal determinants of the success and quality
of any learning outcome (Mitchell, 1992). In
this study, the correlation between achieve-
ment and motivation was very small (.07).
This result is consists with a study by Stipek
and Ryan (1997) in which a weak relation-
ship was observed between motivation and
achievement. The researchers found that
student's cognitive skills were far better
predictors of end-of-the year achievement
than motivation. In another study, Niehbur
Motiva- Family Students'
—Jioii _enyjtonment. diaracteiisties—
1:00
.19* 1:00
.34** .59** 1:00
(1995) found that student motivation showed
no significant effect on the relationship with
academic achievement. He suggested that the
elements of both school climate and family
environment have a stronger direct impact
on academic achievement.
Although the correlations between
achievement and family environment (.15)
and between achievement and student's char-
acteristics (.16) were statically significant,
these values were still practically small.
Motivation and family environment were
not highly correlated (.19). Cassidy and
Ly nn (1991) included a specific factor of the
family's socioeconomic status, crowding,
as an indicator of how being disadvantaged.
They found that a less physically crowded
environment, along with motivation and
parental support, were associated with higher
educational levels of children. Remarkably
high correlation value (.34) was observed
between motivation and students character-
istic. Allen and Kickbush (1992) found that
higher achieving students have high motiva-
tion characteristics. The highest correlation
value (.59) was observed between family
environment and students' characteristics.
This result is on the line of a study of more
than twelve hundred public school students
in Wisconsin showed that students who are
most successful academically tend to have
parents who are demanding and who are
actively involved in the education of their
children (WEAC, 2005).
 Academic Achievement.. /97

Appendix
Survey
Motivation
1. I like hard work because it is a challenge
2. I work on problems to learn how to solve them
3. I like difficult problems because I enjoy trying to figure them out
4. When I make a mistake I would rather figure out the right answer by myself
5. I know whether or not I am doing well in school without grades
6. I would rather just learn what I have to in school
7. I like to learn things on my own that interest me
8. I like to go on to new work that's at a more difficult level
9. I ask questions in class because I want to learn new things
10. I think I should have a say in what work I do in school
Family Environment
11. Parents insist on homework and help me with it
12. Parents proud of good grade
13. Parents find time to talk
14. Parents expect college degree
15. Parents reward good grades
16. Parents too busy to spend time with me
17. Parents understand my feelings
18. Parents question my performance in school
19. Parents enjoy doing things with me
20. Parents confident in my ability
Student characteristics
21. I can finish assignments by deadlines
22. I can prepare for courses when there are other interesting things to do
23. I can concentrate on school subjects
24. I use appropriate resources to get information for class assignments
25. I can plan and organize my class work
26. I motivate my self to do my assignments
27. I can prioritize my time to complete my work for my classes
28. I reread the textbook when preparing for a test
29. I plan what I am doing to do before beginning a class project
30. I can summarize course content in my own words
31. I reread my summaries of course material when preparing for a test
32. I reread the notes I took in class when preparing for a test
33. I arrange a place to study without distractions
34. I fail to isolate myself from anything that distracts me
35. I study for my courses in a quiet room or area
 981 Journal of Instmctional Psychology, Vol. 33, No. 2
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