Prices
Tests
FAQ
How sessions work
en
es
Log inSign up

Assessment of School Motivation Type in High School Students Test

In about 8 minutes, it clarifies what drives a high school student to learn, from curiosity to grades or approval. Use the results to tailor support and boost engagement with confidence.
Start Online Test
Questions: 398 minutes
Hi! My name is Freudly, i am an AI therapist, I will give you an interpretation of the test after you complete it.
08:30
October 2, 2025
October 2, 2025
Material has been updated
25249 views
3010 completions
2495 likes
Share
Scale Explorer
How the Scales are Structured
example score
1/3
Prestige of Academic Achievement in the Family (PoAAitF)
This scale measures how much a teenager's family emphasizes academic achievement and the social importance of education.
Low
High
0 – 1: Low | 2 – 3: High
A score of 1 suggests that academic achievement has relatively low prestige in the family and is not strongly emphasized as a key value.
example score
1/3
Academic Achievement Prestige in the Class (AAPitC)
Assesses how prestigious academic achievement is perceived to be within the classroom group.
Low prestige
High prestige
0 – 1: Low prestige | 2 – 3: High prestige
A score of 1 suggests that academic achievement is seen as having relatively low prestige in the class, so grades are not a strong status marker for this student.
example score
1/3
Peer Influence (PI)
This scale measures how strongly classmates’ opinions and behavior influence a student’s academic motivation.
Low influence
Moderate influence
High influence
0: Low influence | 1 – 2: Moderate influence | 3: High influence
A score of 1 indicates a moderate level of peer influence, meaning classmates can affect motivation in some situations but are not the primary driver.
example score
1/3
Self-Realization Motive (SM)
Measures how strongly the student views academic activity as a space for self-realization and personal growth.
Low
High
0 – 1: Low | 2 – 3: High
A score of 1 suggests self-actualization plays a limited role in learning motivation, with study less often experienced as a key avenue for self-expression and growth.
example score
2/3
Extracurricular School Motivation (ESM)
Measures a student's interest and involvement in school-based extracurricular activities rather than classroom learning.
Low
High
0 – 1: Low | 2 – 3: High
A score of 2 suggests a relatively strong interest in and engagement with the school’s extracurricular activities.
example score
2/3
Social Interaction Motive (SIM)
Measures how strongly a student is motivated to interact and communicate with peers in the learning context.
Low
Moderate
High
0 – 1: Low | 2: Moderate | 3: High
A score of 2 indicates a moderate motivation for peer communication, suggesting the student is generally interested in activities involving interaction but it is not the dominant driver.
example score
1/3
Awareness of Social Necessity (AoSN)
Assesses how strongly a student recognizes the social importance of education and good academic performance for future success.
Low
Moderate
High
0 – 1: Low | 2: Moderate | 3: High
A score of 1 indicates a low level of awareness of education’s social necessity, with future-oriented academic motives expressed inconsistently.
example score
2/3
Fear of Negative Evaluation by Family (FoNEbF)
Measures how strongly a student’s learning is driven by fear of family reprimand or appearing unsuccessful to parents and relatives.
Low
Moderate
High
0 – 1: Low | 2: Moderate | 3: High
A score of 2 indicates a moderate tendency to study under the influence of concern about family disapproval and maintaining a successful image at home.
example score
1/3
Fear of Negative Evaluation by School Staff (FoNEbSS)
Measures how strongly a student fears criticism or punishment from teachers and worries about looking unsuccessful in their eyes.
Low
High
0 – 1: Low | 2 – 3: High
A score of 1 suggests a low level of fear of school-side criticism, with limited concern about being judged unsuccessful by teachers.
example score
1/3
Fear of Punishment (FoP)
Measures how strongly a student’s learning motivation is influenced by fear of punishment or criticism for academic failures.
Low
High
0 – 1: Low | 2 – 3: High
A score of 1 indicates low fear-of-punishment motivation, meaning punishment or criticism is not a primary driver of this student’s studying.
example score
2/3
Approval Motive (Parents) (AM()
Measures how strongly a student’s learning motivation is driven by seeking parental approval and attention for academic results.
Low
High
0 – 1: Low | 2 – 3: High
A score of 2 indicates a high reliance on parental approval as a motivating factor in the student’s academic efforts.
example score
2/3
School Influence (SI)
Measures how strongly the school environment influences the student's motivation to study.
Low influence
High influence
0 – 1: Low influence | 2 – 3: High influence
A score of 2 indicates a high level of school influence, suggesting the student’s motivation is noticeably shaped by school-related factors such as teachers, rules, and expectations.
example score
1/3
Family Influence (FI)
This scale measures how strongly family expectations, support, and attitudes shape the student’s motivation to study.
Low family influence
High family influence
0 – 1: Low family influence | 2 – 3: High family influence
A score of 1 indicates that family factors play a limited role in this student’s academic motivation compared with other possible drivers.
example score
2/3
Teacher Approval Motive (TAM)
Measures how important teacher approval and attention to academic achievements are for the student’s learning motivation.
Low
High
0 – 1: Low | 2 – 3: High
A score of 2 indicates a high reliance on teacher approval and recognition as a motivator for learning and academic effort.
example score
2/3
Peer Approval Motive (PAM)
This scale measures how important classmates’ approval is as a driver of the student’s learning behavior.
Low
High
0 – 1: Low | 2 – 3: High
A score of 2 suggests that classmates’ approval is a prominent factor influencing the student’s motivation and engagement at school.
example score
1/3
Social Approval Motive (SAM)
Measures how strongly a student’s learning is driven by the need for praise, approval, and recognition from others.
Low
Moderate
High
0 – 1: Low | 2: Moderate | 3: High
A score of 1 indicates a low reliance on external approval, suggesting praise and recognition play a limited role in motivating this student’s learning.
example score
2/3
Achievement Motivation (AM)
Measures how strongly a student is driven to achieve high results, excel, and confirm their capabilities through school performance.
Low
Moderate
High
0 – 1: Low | 2: Moderate | 3: High
A score of 2 indicates a moderate achievement drive, suggesting the student often aims for good results but may not consistently prioritize outperforming others or proving their potential.
example score
1/3
Cognitive Interest (CI)
Measures how strongly a student is interested in gaining new knowledge and enjoying the learning process itself.
Low
Moderate
High
0 – 1: Low | 2: Moderate | 3: High
A score of 1 suggests a low level of cognitive interest, with curiosity about new information present but not a primary driver of learning.
Start Online Test
just completed the test
DATA-BASED USER COHORTS
Who Usually Takes This Test?
School psychologists and counselors
41%OF USERS
They use it to quickly identify what drives a student’s learning and plan targeted support or interventions.
Teachers and homeroom advisors
34%OF USERS
They take it to understand class and individual motivation patterns and adjust teaching, feedback, and engagement strategies.
Parents of high schoolers
25%OF USERS
They use it to better understand why their teen studies and how to encourage motivation without increasing pressure.
BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.
RESULTS YOU CAN ACTUALLY USE
What You’ll See After You Finish the Test
Scale Results
— Explained Clearly
Your scores across each test scale, translated into plain, usable insights. Not just numbers, but what they actually mean for your daily life, emotional state, and overall well-being.
AI-Powered
Interpretation
A structured, clinically grounded explanation. Our AI analyzes patterns and relationships between scales to provide a coherent interpretation — without alarmist language.
Statistical
Comparison
See how you compare to others. Your scores are placed in a statistical context, showing percentiles and trends based on anonymized platform data to help you understand what`s typical.
Practical
Recommendations
Actionable guidance tailored to your profile. Receive clear, realistic suggestions you can apply immediately — focused on coping, self-regulation, and realistic next steps.
AI-Detected
Insights
Key patterns you might not notice on your own. Surfacing subtle connections in your responses that help you better understand what may be driving your current results.
Discuss with
an AI Psychologist
Clarify, reflect, and explore right away. Talk through your outcomes, ask questions, and explore meanings in a calm, non-diagnostic dialogue environment.
Start Online Test
Used in 52+ countries
Benchmarking
See How You Compare
Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.
Prestige of education in the family (Poeitf)
Average
1.8
Normal range
1.2 — 2.3
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Prestige of studying in the class (Positc)
Average
1.3
Normal range
0.7 — 1.8
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
The Influence of Classmates (TIoC)
Average
1.8
Normal range
1.4 — 2.3
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
The motive of self-actualization (Tmos)
Average
1.7
Normal range
1.3 — 2.2
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Extracurricular School Motivation (ESM)
Average
1.8
Normal range
1.2 — 2.3
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Motive for communication (Mfc)
Average
1.9
Normal range
1.3 — 2.4
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Awareness of social necessity (Aosn)
Average
0.8
Normal range
0.4 — 1.2
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Fear of neglect from family (Fonff)
Average
1.7
Normal range
1.2 — 2.2
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Fear of n. from the school's side (Fonftss)
Average
2
Normal range
1.4 — 2.5
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Fear of punishment (Fop)
Average
1.6
Normal range
1.2 — 2
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Approval motivation (from parents) (Am(p)
Average
1.8
Normal range
1.4 — 2.2
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Influence of school (Ios)
Average
1.4
Normal range
0.9 — 1.9
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
The Influence of Family (TIoF)
Average
1.3
Normal range
0.8 — 1.9
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Approval motive (by educators) (Am(e)
Average
1.2
Normal range
0.7 — 1.6
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Approval motive (by classmates) (Am(c)
Average
1.7
Normal range
1.2 — 2.2
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Motive of social approval (Mosa)
Average
1.5
Normal range
0.9 — 2
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Achievement Motivation (AM)
Average
0.8
Normal range
0.2 — 1.3
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Cognitive interest (Ci)
Average
2.1
Normal range
1.5 — 2.6
min.
0
max.
3
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Start Online Test
Featured On
Rated 4.8/5 by Our Customers
“Freudly really helped me discover parts of my personality I hadn’t noticed before. It strengthened the areas where I needed to grow and made me feel more grounded and confident in the parts that already worked well.”
— Emma C., US
“I wanted to understand how serious my ADHD is, and now I finally do. I also realized I need to work on my self-esteem. It has been low for a long time, and that makes daily life harder than it should be.”
— Mateo R., CA
“Reading each question felt like someone really understood me. Even though I’ve already dealt with much of this, reflecting still helped me learn something new about myself.”
— Caroline F., US
“The process is simple. The test covers everything you need, and you’ll get a clear breakdown of your results. For just a few dollars, it’s a great value.”
— Klara N., CZ
“I kept thinking there might be a small chance, but now I know for sure. The questions were easy to understand, and the whole process was straightforward.”
— Bruno M., BR
“I really enjoyed this experience. I learned a lot, and it helped me make sense of my thoughts and the feeling I’ve had for a long time that I may have grown up with undiagnosed ADHD.”
— Alice B., FR
“Great platform — the insights were genuinely meaningful!”
— Daniel W., DE
“Everything was easy to follow. The tools you get at the end are genuinely helpful for self-growth, and the price is very reasonable. I really appreciate that.”
— Sofia M., ES
“Surprisingly accurate — honestly didn’t expect it to nail things so well.”
— Adir B., IL
“There are lots of different tests to pick from, and the price is surprisingly low for how much insight you get.”
— Olivia W., CA
“I was pleasantly surprised when I read the results. It was as if someone had sorted out my messy thoughts and given me useful tips to help me speak with more confidence.”
— Grace O., IE
“It was really solid, very detailed, and it actually helped me make sense of a lot of things.”
— Carla T., TT
“I was really impressed with the report. It was clear, thoughtful, and it reflected things I’ve been noticing about myself.”
— Jade H., US
“The questions made me think deeply and helped me become more self-aware.”
— Brooke S., US
“Reading through most of the questions made me feel understood. Although I’ve already worked through some of these issues, the questions still gave me useful insights and helped me learn more about myself.”
— Ryan M., US
“I usually take one or two tests each month, and this has become a good way for me to see how I’m doing.”
— Lucas W., US
“Most of the time, my results are in the 90 to 98th percentile compared to others. It really makes me feel like there’s something unique about me.”
— Ethan C., US
“I tried out some of the AI’s suggestions, and to be honest, they worked much better than I thought they would. Maybe this thing really is smarter than me.”
— Reece D., AU
Trusted by 22k+ Users Worldwide
CLEAR ANSWERS TO COMMON QUESTIONS
Frequently Asked Questions

Any questions left?

What does this questionnaire measure?
It identifies the dominant motives that support learning activity in high school students. Results describe whether motivation is driven mainly by interest, achievement goals, external approval, or related factors.
Who can take the questionnaire?
It is intended for students in high school grades. It can be used in school-based assessment or in counseling settings.
How long does it take and how many items are included?
Completion time is about 8 minutes. The questionnaire includes 39 items.
How should responses be selected?
Select the option that best matches typical behavior and attitudes, not an ideal response. Answer all items without spending excessive time on any single item.
How are results used in practice?
Results support individualized instructional planning and targeted motivational support. They can guide discussions about learning goals, engagement, and effective study strategies.
WHAT THE TEST MEASURES
About This Assessment
Diagnosis of School Motivation Types in High School Students Test

Assessment of School Motivation Type in High School Students Test

academic motivation

This instrument is designed to characterize motivational orientations related to learning in adolescents. The Assessment of School Motivation Type in High School Students is intended to support a structured understanding of what primarily drives a student’s academic engagement (e.g., interest-based versus externally driven reasons) in school settings.

The measure includes 39 items and typically takes about 8 minutes to complete. It is attributed to Edward L. Deci and Richard M. Ryan.

Results are generally used to inform case conceptualization and guide educational or counseling discussions by clarifying the student’s predominant motivational pattern. When interpreted alongside other clinical and educational information, the Assessment of School Motivation Type in High School Students may help identify targets for intervention and support planning.

Author: Edward L. Deci, Richard M. Ryan
Literature: Eccles, J. S., & Wigfield, A. Motivational beliefs, values, and goals. Annual Review of Psychology. 2002.
Test Question Form
You Might Also Like
Schoolchildren's Academic Motivation Assessment
This brief self-report measure is used to screen students’ academic motivat…
Start Test
Type A Behavior Assessment for Schoolchildren
Behavioral patterns associated with time urgency and competitiveness have b…
Start Test
School Motivation Assessment Questionnaire
This brief self-report measure is designed to screen students’ attitudes to…
Start Test
Comments
Leave a Comment