Investigating Students’ Academic Motivation, Homework, and Academic Achievement in an Online General Chemistry II Course

Abstract

This study investigated students’ academic motivation, homework, and academic achievement in an online General Chemistry II course. Seven types of motivation were assessed using the Academic Motivation Scale toward Chemistry (AMS-Chemistry), which is grounded in Self-Determination Theory. Weekly homework assignments were used as low-stake formative assessments to promote student learning, and final exam points measured academic achievement. Responses to AMS-Chemistry demonstrated good validity and reliability in the online environment, revealing that students were generally motivated toward chemistry with the highest rating on identified regulation (a type of autonomous extrinsic motivation that has been internalized). Multivariate analysis of variance identified a statistically significant sex main effect on the set of seven motivation types with a medium effect size with female students exhibiting higher levels. Additionally, an interaction effect emerged among sex, underrepresented minority status, and first-generation status. Furthermore, significant positive correlations were found among identified regulation, intrinsic motivation subscales, and academic achievement. Cluster analysis, employing four theoretically driven variables, revealed three distinct clusters: In Cluster 1, students had higher motivation and homework grade and displayed better academic achievement. Interestingly, within similar intrinsic motivation levels, students with higher identified regulation (Cluster 2) demonstrated higher homework grades and outperformed their counterparts with lower identified regulation and homework grades (Cluster 3). These results highlight the importance of fostering autonomous motivation, helping students recognize the value of course content (e.g., through utility-value interventions), and the use of low-stake formative assessments in STEM disciplines.