• N.W.L.Narangoda Postgraduate Institute of Science, University of Peradeniya, Peradeniya, Sri Lanka
  • W.D.Chandrasena Postgraduate Institute of Science, University of Peradeniya, Peradeniya, Sri Lanka
  • H.M.S.P.Madawala Department of Botany, Faculty of Science, University of Peradeniya, Peradeniya, Sri Lanka



Intrinsic Motivation, Aspirations, Achievement


Science has brought about revolutionary changes in every aspect of life. Its impact is visible everywhere and in every practice of our existence. Thus, science education is a valuable resource in this world. If students have intrinsic motivation, they are active, curious, interested and eager to engage in learning process and the intrinsically motivated behaviors help them acquire knowledge and experience in science. Moreover, educational aspirations and career aspirations are enhanced through better science education. Thus, the present study aimed to investigate the relations of secondary students’ intrinsic motivation and aspirations with their achievement in science. This is a mixed methods study and sample consisted of 2384 students in Grade 8 and Grade 9. Hence, an intervention was implemented to explore students’ intrinsic motivation, aspirations using suitable teaching methodologies and strategies. The results reveal that, there were strong positive relationships of students’ intrinsic motivation and aspirations with their achievement (r2 = .691; .687 respectively) in the experimental group. However, there were very low positive relationship of students’ intrinsic motivation and aspirations with their achievement (r2 = .012; .006 respectively) in the control group. Further, there were significant differences of students’ intrinsic motivation, aspirations and achievement before and after the intervention in the experimental group; t= 48.513 (1132) p=.000; t=53.689 (1132) p=.000; t=65.939 (1132) p=.000 respectively. However, there were no such significant differences of the above aspects before and after the intervention in the control group; t=-.989 (1250) p=.323; t=1.575 (1250) p=.116; t= .968(1250) p= .333 respectively. The findings of the study provided comprehensive understanding of the above relations, develop suitable teaching and learning methodologies and inform the practice in science education.


Download data is not yet available.


Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Retrieved from DOI:

Aikenhead, G. S., and Jegede, O. J. (1999). Cross‐cultural science education: A cognitive explanation of a cultural phenomenon. Journal of research in science teaching, 36(3), 269-287. Retrieved from<269::AID-TEA3>3.0.CO;2-T DOI:<269::AID-TEA3>3.0.CO;2-T

Alebiosu, C. O., & Ayodele, O. E. (2006). The increasing prevalence of diabetic nephropathy as a cause of end stage renal disease in Nigeria. Tropical doctor, 36(4), 218-219. Retrieved from DOI:

Alexander, M. (1989). Women in Romanticism: Mary Wollstonecraft, Dorothy Wordsworth and Mary Shelley. Macmillan International Higher Education.

Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(5), 564-582. Retrieved from DOI:

Bank, C., and Finlapson, W. (1980). Successful Motivation of Students in Academic Activities in McClelland, D.C. Appleton-Century-Crafts.

Bishop, S. J. (2009). Trait anxiety and impoverished prefrontal control of attention. Nature neuroscience, 12(1), 92-98. Retrieved from DOI:

Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The Impact of Teaching Strategies on Intrinsic Motivation.

Brookover, W. B., & Lezotte, L. W. (1979). Changes in School Characteristics Coincident With Changes in Student Achievement. Occasional Paper No. 17.

Byrne, B. M., & Shavelson, R. J. (1996). On the structure of social self-concept for pre-, early, and late adolescents: A test of the Shavelson, Hubner, and Stanton (1976) model. Journal of personality and social psychology, 70(3), 599. Retrieved from DOI:

Chandrasena, W., Craven, R., Tracey, D., & Dillon, A. (2012a). A study of the relations between students' self-concepts, motivation, aspirations and achievement in high school science and chemistry.

Chandrasena, W. (2013). Seeding science success: relations of secondary students' science self-concepts and motivation with aspirations and achievement.

Deci, E., and Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media. Retrieved from DOI:

Deci, E. L., and Ryan, R. M. (2010). Intrinsic motivation. The corsini encyclopedia of psychology, 1-2. Retrieved from DOI:

Deci, Edward L., and Richard M. Ryan (2012). "Self-determination theory.". DOI:

Dolan, P., & White, M. P. (2007). How can measures of subjective well-being be used to inform public policy?. Perspectives on psychological science, 2(1), 71-85. Retrieved from DOI:

Elliott, A.J., & Dweck, C.S. (2005). Handbook of competence and motivation. New York:

Elton, L. (1988). Student motivation and achievement. Studies in Higher Education, 13(2), 215-221. Retrieved from DOI:

Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational psychology review, 13(1), 1-22. Retrieved from DOI:

Gilbert, S. W. (1991). Model building and a definition of science. Journal of Research in Science Teaching, 28(1), 73-79. Retrieved from DOI:

Guay, F., Larose, S., & Boivin, M. (2004). Academic self-concept and educational attainment level: A ten-year longitudinal study. Self and identity, 3(1), 53-68. Retrieved from DOI:

Guilford Press (n. d.).

Guthrie, J. T., & Wigfield, A. (1999). How motivation fits into a science of reading. Scientific studies of reading, 3(3), 199-205. Retrieved from DOI:

Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on psychological science, 1(2), 133-163. Retrieved from DOI:

Marsh, H. W., & Hau, K. T. (2003). Big-Fish--Little-Pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools. American psychologist, 58(5), 364. Retrieved from DOI:

Marsh, H. W., and Shavelson, R. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational psychologist, 20(3), 107-123. Retrieved from DOI:

Marsh, H. W., Vallerand, R. J., Lafrenière, M. A. K., Parker, P., Morin, A. J., Carbonneau, N., & Abduljabbar, A. (2013). Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages. Psychological Assessment, 25(3), 796. Retrieved from DOI:

Mart, C.T. (2013). A passionate teacher: Teacher commitment and dedication to student learning. International Journal of Academic Research in Progressive Education and Development, 2(1), 437-442.

Martin, A. J. (2003). Boys and Motivation. The Australian Educational Researcher, 30, 43-65. Retrieved from DOI:

Martin, A. J., Marsh, H. W., & Debus, R. L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self -protection perspective. Journal of Educational Psychology, 93(1), 87-102. Retrieved from DOI:

Martin, A. J. Marsh, H. W., & Debus, R. L. (2003). Self-handicapping and defensive 233 pessimism: A model of self-protection from a longitudinal perspective. Contemporary Educational Psychology, 28, 1-36. Retrieved from DOI:

McInerney, D. M. (1995). Goal theory and indigenous minority school motivation: Relevance and application. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement, 9 (pp. 153-181). Greenwich, CT: JAI Press.

McInerney, D. M., Marsh, H. W., & Yeung, A. S. (2003). Toward a hierarchical model of school motivation. Journal of Applied Measurement, 4, 335-357.

McInerney, D. M., Roche, L. A., McInerney, V., & Marsh, H. W. (1997). Cultural perspectives on school motivation. American Educational Research Journal, 34(1), 207-236. Retrieved from DOI:

McLeod, S. (2007). Maslow's hierarchy of needs. Simply psychology, 1, 1-8.

Meece, J. L., & Kurtz-Costes, B. (2001). Introduction: The schooling of ethnic minority children and youth. Educational Psychologist, 36(1), 1-7. Retrieved from DOI:

Mishra, S. (2013). Science attitude as a determinant to educational aspiration in students. International Journal of Engineering Inventions, 2(9), 29-33.

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. School Field, 7(2), 133-144. Retrieved from DOI:

Nwagbo, C. (2006). Effects of two teaching methods on the achievement in and attitude to biology of students of different levels of scientific literacy. International Journal of Educational Research, 45(3), 216-229. Retrieved from DOI:

Okebukola, P. A. (1985). The Relative Effectiveness of Cooperative and Competitive Interaction Techniques in Strengthening Students' Performance in Science Classes. Science Education, 69(4), 501-9. Retrieved from DOI:

Olatoye, R. A. (2009). Students' test anxiety, motivation for examinations and science achievement in junior secondary schools in Ogun State, Nigeria. International Journal of Psychology and Counselling, 1(10), 194-198. Retrieved from

Olatoye, R. A., Aderogba, A. A., & Aanu, E. M. (2011). Effect of co-operative and individualized teaching methods on senior secondary school students' achievement in organic chemistry. The Pacific Journal of Science and Technology, 12(2), 310-319. Retrieved from

Olatoye, R. A., & Ogunkola, B. J. (2008). Parental involvement, interest in schooling and science achievement of junior secondary school students in Ogun State, Nigeria. College Teaching Methods & Styles Journal (CTMS), 4(8), 33-40. Retrieved from DOI:

Pascarella, E. T. (1984). College environmental influences on students' educational aspirations. The Journal of Higher Education, 55(6), 751-771. Retrieved from DOI:

Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. Retrieved from DOI:

Reynolds, R., & Chiu, M. M. (2012, July). Contribution of motivational orientations to student outcomes in a discovery-based program of game design learning. In International Conference of the Learning Sciences (ICLS).

Ryan, R. M., Connell, J. P., & Plant, R. W. (1990). Emotions in nondirected text learning. Learning and individual differences, 2(1), 1-17. Retrieved from DOI:

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68. Retrieved from DOI:

Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic Motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. Retrieved from DOI:

Sanders, M. R. (2012). Development, evaluation, and multinational dissemination of the Triple P-Positive Parenting Program. Annual review of clinical psychology, 8, 345-379. Retrieved from DOI:

Schunk, D. H. (1990). Introduction to the special section on motivation and efficacy. Journal of Educational Psychology, 82, 3-6. Retrieved from DOI:

Serin, H. (2018). The use of extrinsic and intrinsic motivations to enhance student achievement in educational settings. International Journal of Social Sciences & Educational Studies, 5(1), 191-194. Retrieved from DOI:

Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of educational research, 46(3), 407-441. Retrieved from DOI:

Shrake, D. L., Elfner, L. E., Hummon, W., Janson, R. W. and Free, M. (2006). What is science?.

Sproule, J., Wang, C. J., Morgan, K., McNeill, M., & McMorris, T. (2007). Effects of motivational climate in Singaporean physical education lessons on intrinsic motivation and physical activity intention. Personality and Individual Differences, 43(5), 1037-1049. Retrieved from DOI:

Taormina, R. J., & Gao, J. H. (2013). Maslow and the motivation hierarchy: Measuring satisfaction of the needs. The American journal of psychology, 126(2), 155-177. Retrieved from DOI:

Tharmaseelan, N. (2007). Tertiary education in Sri Lanka: Issues and challenges. Bulgarian Journal of science and education policy, 1(1), 173-190.

Treagus, S., Wright, C., Baker-Austin, C., Longdon, B., & Lowther, J. (2021). The Foodborne Transmission of Hepatitis E Virus to Humans. Food and environmental virology, 1-19. Retrieved from DOI:

Ventegodt, S., Merrick, J., & Andersen, N. J. (2003). Quality of life theory III. Maslow revisited. TheScientificWorldJOURNAL, 3, 1050-1057. Retrieved from DOI:

Wang, J., & Staver, J. R. (2001). Examining relationships between factors of science education and student career aspiration. The Journal of Educational Research, 94(5), 312-319. Retrieved from DOI:

Yeung, A. S., & Mcinerney, D. M. (2005). Students' school motivation and aspiration over high school years. Educational Psychology, 25(5), 537-554. Retrieved from DOI:

Zeyer, A., and Wolf, S. (2010). Is there a relationship between brain type, sex and motivation to learn science?. International Journal of Science Education, 32(16), 2217-2233. Retrieved from DOI:




How to Cite

Narangoda, N., Chandrasena, W., & Madawala, H. (2021). RELATIONS OF SECONDARY STUDENTS’ INTRINSIC MOTIVATION AND ASPIRATIONS WITH THEIR ACHIEVEMENT IN SCIENCE. International Journal of Research -GRANTHAALAYAH, 9(10), 130–146.