Learning Motivation Level Test

In 3 minutes, learn what drives a young student’s motivation for school and learning. Get clear, actionable insights to tailor support, remove barriers, and boost engagement.

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Questions: 153 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

October 2, 2025
Material has been published

28740 views

2610 completions

2191 likes

Scale Explorer

How the Scales are Structured

example score

3/9

Positive Attitude (PA)

Measures how positively the student perceives school life and the learning process.

Low

Moderate

High

0 – 3: Low | 4 – 6: Moderate | 7 – 9: High

A score of 3 falls in the Low range, suggesting the student currently has limited satisfaction with school and a less positive view of everyday school activities.

example score

10/12

Social Significance (SS)

Assesses how strongly the student perceives learning as a socially meaningful and valuable activity for themselves and society.

Low significance

Moderate significance

High significance

0 – 4: Low significance | 5 – 8: Moderate significance | 9 – 12: High significance

A score of 10 falls in the High significance range, indicating the student generally views studying as an important and socially valued activity.

example score

6/12

Competence Demonstration (CD)

Measures how strongly a student is motivated to demonstrate their knowledge and skills and gain recognition for achievement.

Low

Moderate

High

0 – 4: Low | 5 – 8: Moderate | 9 – 12: High

A score of 6 falls in the Moderate range, suggesting a situational, average drive to show competence and receive recognition in learning contexts.

example score

3/12

Negative Attitude (NA)

Measures the degree of negative attitude toward school learning and potential resistance to the educational process.

Low negativity

Moderate negativity

High negativity

0 – 4: Low negativity | 5 – 8: Moderate negativity | 9 – 12: High negativity

A score of 3 falls in the Low negativity range, suggesting minimal dissatisfaction or resistance toward school learning at this time.

example score

18/45

Overall Level of Learning Motivation (OLoLM)

Measures the student’s overall interest and engagement in learning activities and school study demands.

Low motivation

Moderate motivation

High motivation

0 – 15: Low motivation | 16 – 30: Moderate motivation | 31 – 45: High motivation

A score of 18 indicates a moderate overall academic motivation, suggesting some engagement with learning alongside areas where interest may not be consistently sustained.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

School psychologists

41%OF USERS

Use it to quickly map a younger student’s learning attitude and spot motivation barriers that need individual support.

Primary teachers

34%OF USERS

Take it to understand what drives their class, who resists in-person learning, and how to adjust everyday teaching approaches.

Parents of young students

25%OF USERS

Use it to see what their child likes or dislikes about school and to choose the right encouragement at home.

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.

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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.

Positive Attitude (PA)

Average

5.8

Normal range

4.4 — 7.1

min.

max.

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.

Social significance (Ss)

Average

5.6

Normal range

4.1 — 7.1

min.

max.

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.

Demonstration of Competence (DoC)

Average

7.8

Normal range

6.3 — 9.3

min.

max.

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.

Negative Attitude (NA)

Average

5.6

Normal range

4.1 — 7.1

min.

max.

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.

Overall Level of Academic Motivation (OLoAM)

Average

15.6

Normal range

7.3 — 24

min.

max.

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.

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CLEAR ANSWERS TO COMMON QUESTIONS

Frequently Asked Questions

Any questions left?

What does this questionnaire measure?

It measures learning motivation and school-related attitudes in younger students. Results are organized across four dimensions covering classroom acceptance, competence display, enjoyment of school life, and the perceived social value of learning.

Who is this questionnaire intended for?

It is intended for younger schoolchildren who can understand and respond to brief statements about school experiences. It may be used in educational or psychological settings where screening of motivation is needed.

How long does it take to complete and how many items are included?

Completion time is about 3 minutes. The questionnaire includes 15 questions.

How should responses be given?

Each item should be answered based on the most typical or recent experience in school. All items should be answered; there are no right or wrong answers.

How should results be interpreted and used?

Scores indicate relative strengths and concerns across the four motivation dimensions. Results support planning targeted support and monitoring change over time; they do not serve as a diagnosis.

WHAT THE TEST MEASURES

About This Assessment

Learning Motivation Level Test

academic motivation

This brief self-report measure is intended to characterize a student’s motivational orientation toward learning and school. Learning Motivation Level can be used in school-based psychological or educational contexts to inform screening, discussion, and follow-up assessment when motivational concerns are suspected.

The measure contains 15 items and typically takes about 3 minutes to complete. Items are designed to sample attitudes toward in-person schooling, striving to demonstrate competence, positive engagement with school life, and perceived social value of learning. Learning Motivation Level is attributed to Edward L. Deci and Richard M. Ryan; results should be interpreted in context of developmental level, setting demands, and other clinical or educational information.

Author: Edward L. Deci, Richard M. Ryan

Literature: Eccles, J. S., & Wigfield, A. Motivational beliefs, values, and goals. Annual Review of Psychology. 2002.

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