Abstract

Ahmad M. Baker1*, Hana M. Kanan2 and Sheikha A. Al-Misnad3

This study examined a host of variables the literature or focus groups showed to influence student motivation to achieve academically. Secondary school teachers in Doha, Qatar were asked to identify the five most and five least motivated students in their classrooms. They also were asked to estimate the degree of involvement the parents had in the school, and the level of affluence of their families. Only students who were found to be independently ranked (Kendall Coefficient of Concordance) by more than two teachers within the respective category with statistical significance were included in the sample. This procedure yielded a sample of 63 motivated and 64 not-motivated students. The subjects in the sample were administered instruments to measure their locus of control, self-esteem, school milieu, goal performance and mastery, and cultural activities and items found in the home. Discriminate analysis, One-Way ANOVAs, and Chi Square analyses were performed on the data indicated that only family affluence, parental involvement in the school, the number of culturally enriching items found in the home, and school milieu were able to discriminate between the two groups. The results were discussed in terms of their relevance to future research and ramifications for educators in affluent societies.