Learning Motivation and Emotional Attitudes Toward Learning Assessment Test
How the Scales are Structured
Who Usually Takes This Test?
See How You Compare
Below is a preview of how scores are typically distributed across each scale.
Example Questions From the Test
- Almost never
- Sometimes
- Often
- Almost always
- Almost never
- Sometimes
- Often
- Almost always
- Almost never
- Sometimes
- Often
- Almost always
Learning Motivation and Emotional Attitudes Toward Learning Assessment Test - Description and methodology of the test
Someone reflecting on their own learning experience can use this assessment to examine study motivation alongside emotional responses. For learners, this Learning Motivation and Emotional Attitudes Toward Learning Assessment Test connects achievement striving and cognitive interest with study-related feelings. It highlights patterns in engagement, persistence, and the way tension or irritation may shape learning.
What This Assessment Explores
Learning joins thought and emotion. Items cover curiosity, problem solving, achievement striving, fear of failure, discouragement, tension, irritation, and anger. Together, interest and goals coexist with strain.
The four component scales and one composite result are:
- Anger (D), 10-40, captures irritability and aggression: Low 10-15; Moderate 16-22; High 23-40.
- Anxiety (C), 10-40, captures tension, insecurity, and fear of failure: Low 10-19; Moderate 20-25; High 26-40.
- Achievement Motivation (B), 10-40, captures striving for grades, recognition, and success: Low 10-18; Moderate 19-24; High 25-40.
- Cognitive Activity (A), 10-40, captures interest, knowledge seeking, and independent learning: Low 10-19; Moderate 20-26; High 27-40.
- Learning Motivation Level (R), -60-60, captures balance between cognitive and achievement motives and negative emotion: Low motivation -60--2; Moderate motivation -1-28; High motivation 29-60.
Together, this profile shows how interest, goals, and emotion shape motivation to learn.
Methodology and Evidence Base
Each statement asks how often a feeling, attitude, or study behavior applies. Four options-Almost never, Sometimes, Often, and Almost always-turn responses into frequency-based self-report data. Items combine emotional states with motivational behaviors, so interpretation depends on the profile rather than one global result.
The profile combines four component scores into a reported overall motivation level. The result screen groups the displayed score ranges into Low, Moderate, and High bands. The overall level represents the balance between cognitive and achievement motives and negative emotional reactions, while separate component results can show different patterns.
Andreeva and Prikhozhan (2006) provide the closest conceptual reference for the title, themes, and scale structure. The online questionnaire is an adaptation of that methodology, presented in a self-report format for reflecting on learning-related motivation and emotion.
By connecting academic motivation with emotional context, it supports structured self-observation. Because answers can shift with current stress, mood, memory, and candor, an unusual result should be explored in context rather than treated as a fixed ability or character judgment.
- Andreeva, A.D., and Prikhozhan, A.M. (2006). Methodology for Diagnosing Learning Motivation and Emotional Attitude to Learning in Middle and High School. Psychological Diagnostics, No. 1, pp. 33-38.
- Prikhozhan, A.M. (2007). Diagnosis of Personal Development of Adolescent Children. Moscow: ANO PEB, 55 pp.
- Zanfirova, L.V., Kovalenok, T.P., Sergeeva, N.A., Chistova, Y.S., and Zakharova, A.N. (2021). Students' Learning Motivation in Classroom and Distance-Based Formats. European Proceedings of Social and Behavioural Sciences, pp. 2174-2183. 10.15405/epsbs.2021.09.02.244
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