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Assessment of School Motivation Type in High School Students3

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.

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Questions: 398 minutes

08:30

October 2, 2025

October 2, 2025
Material has been updated

October 2, 2025
Material has been published

28,708 views

3,337 completions

2,765 likes

Verified by Daniel Hall

Psychologist with 25 years of experience

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 (SRM)

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.

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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.

Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.

Prestige of education in the family (Poeitf)

Average

1.8

Normal range

1.2 — 2.3

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Prestige of studying in the class (Positc)

Average

1.3

Normal range

0.7 — 1.8

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

The Influence of Classmates (TIoC)

Average

1.8

Normal range

1.4 — 2.3

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

The motive of self-actualization (Tmos)

Average

1.7

Normal range

1.3 — 2.2

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Extracurricular School Motivation (ESM)

Average

1.8

Normal range

1.2 — 2.3

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Motive for communication (Mfc)

Average

1.9

Normal range

1.3 — 2.4

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Awareness of social necessity (Aosn)

Average

0.8

Normal range

0.4 — 1.2

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Fear of neglect from family (Fonff)

Average

1.7

Normal range

1.2 — 2.2

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Fear of n. from the school's side (Fonftss)

Average

Normal range

1.4 — 2.5

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Fear of punishment (Fop)

Average

1.6

Normal range

1.2 — 2

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Approval motivation (from parents) (Am(p)

Average

1.8

Normal range

1.4 — 2.2

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Influence of school (Ios)

Average

1.4

Normal range

0.9 — 1.9

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

The Influence of Family (TIoF)

Average

1.3

Normal range

0.8 — 1.9

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Approval motive (by educators) (Am(e)

Average

1.2

Normal range

0.7 — 1.6

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Approval motive (by classmates) (Am(c)

Average

1.7

Normal range

1.2 — 2.2

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Motive of social approval (Mosa)

Average

1.5

Normal range

0.9 — 2

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Achievement Motivation (AM)

Average

0.8

Normal range

0.2 — 1.3

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

Cognitive interest (Ci)

Average

2.1

Normal range

1.5 — 2.6

min.

max.

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.

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SAMPLE QUESTIONS

Example Questions From the Test

Dear high school student, This questionnaire concerns your studies at school. For each question, please answer “Yes” or “No.” Please respond as honestly as possible; your answers will help make instruction at our school more effective.

- Yes
- No
- Yes
- No
- Yes
- No

These are 3 of the 39 real questions — the rest appear in the test. No sign-up needed to start.

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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 - Symptoms and Signs

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.