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Learning Motivation Assessment Test

In 8 minutes, identify whether a student is driven more by internal interests or external pressures. With 18 focused questions, it offers clear, actionable insights to improve support and engagement.
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Questions: 188 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
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Scale Explorer
How the Scales are Structured
example score
-6/30
VI. Motivation Implementation (VMI)
Assesses how strongly a student's academic motives are translated into observable learning behavior and engagement.
Low implementation
Moderate implementation
High implementation
-30 – -10: Low implementation | -9 – 10: Moderate implementation | 11 – 30: High implementation
A score of -6 indicates moderate implementation, meaning motives are present but are not consistently expressed in day-to-day learning behavior.
example score
-5/30
Success vs. Failure Avoidance (SvFA)
Assesses whether a student is more driven by striving for academic success or by avoiding failure in learning situations.
Failure-avoidance focus
Balanced/neutral
Achievement focus
-30 – -1: Failure-avoidance focus | 0 – 10: Balanced/neutral | 11 – 30: Achievement focus
A score of -5 suggests a mild tendency to avoid failure rather than pursue success, which may show up as cautiousness and concern about making mistakes in academic tasks.
example score
14/30
Intrinsic vs. Extrinsic Motivation (IvEM)
This scale indicates whether a student’s learning is driven more by internal interest and personal goals or by external demands and rewards.
Predominantly external
Predominantly internal
-30 – 0: Predominantly external | 0 – 30: Predominantly internal
A score of 14 falls in the predominantly internal range, suggesting the student is more often motivated by personal interest, meaning, and self-set goals than by external pressure or incentives.
example score
11/28
Cognitive Domain (CD)
Assesses how strongly a student’s motivation is oriented toward learning activities and interest in the educational process.
Low
Moderate
High
3 – 8: Low | 9 – 17: Moderate | 18 – 28: High
A score of 11 indicates a moderate cognitive orientation, suggesting a situational but present interest in learning and classroom activities.
example score
18/28
Goal Setting (GS)
Assesses how clearly a student sets academic goals and how independently they plan and follow through on them.
Low goal setting
Moderate goal setting
High goal setting
5 – 17: Low goal setting | 18 – 23: Moderate goal setting | 24 – 28: High goal setting
A score of 18 falls in the Moderate goal setting range, suggesting generally formed goal-setting skills with some room to strengthen planning consistency and follow-through.
example score
17/29
Personal Meaning (PM)
Measures how personally meaningful and intrinsically valuable learning is to the student.
Low meaning
Moderate meaning
High meaning
12 – 17: Low meaning | 18 – 25: Moderate meaning | 26 – 29: High meaning
A score of 17 falls in the Low meaning range, suggesting learning is currently experienced as having limited personal significance and may rely more on situational or external reasons.
example score
59/85
Overall Motivation Level (OML)
Measures the overall strength of a student's academic motivation and positive orientation toward learning based on the combined motivation indicators.
Low
Moderate
High
20 – 41: Low | 42 – 71: Moderate | 72 – 85: High
A score of 59 falls in the Moderate range (42–71), indicating a generally stable but not consistently strong level of learning motivation.
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DATA-BASED USER COHORTS
Who Usually Takes This Test?
School psychologists and counselors
41%OF USERS
Use it to quickly map a student’s internal and external learning motives and plan targeted support during difficult periods.
Teachers and class tutors
34%OF USERS
Take it to understand what drives a class or individual students and adapt instruction, feedback, and goal-setting.
Parents of schoolchildren
25%OF USERS
Use it to clarify why a child studies (or avoids studying) and choose helpful encouragement at home, especially during grade transitions.
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.
VI. Implementation of Motives (VIoM)
Average
-8.5
Normal range
-17 — 0
min.
-30
max.
30
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.
V. Success/Avoidance of Failure (VSoF)
Average
-10.1
Normal range
-19.8 — -0.3
min.
-30
max.
30
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.
IV. Internal/External (II)
Average
14.1
Normal range
6 — 22.2
min.
-30
max.
30
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.
III. Cognitive Domain (ICD)
Average
13.5
Normal range
9.4 — 17.6
min.
3
max.
28
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.
II. Goal Setting (IGS)
Average
12.1
Normal range
9.2 — 15.1
min.
5
max.
28
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.
I. Personal Meaning (IPM)
Average
24.1
Normal range
22 — 26.2
min.
12
max.
29
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.
Final Motivation Level (FML)
Average
41.2
Normal range
33.2 — 49.3
min.
20
max.
85
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 assessment measure?
It evaluates learning motivation and identifies the balance of internal and external motives. It also describes goal setting, achievement orientation, fear of failure, and how motivation relates to study behavior.
Who is this assessment intended for?
It is designed for students in grades 1, 4–5 transition, 7, 9, and 11. The content is adapted to the developmental level of each grade group.
How long does it take and how many questions are included?
Typical completion time is about 8 minutes. The questionnaire includes 18 items.
How should responses be completed?
Each item should be answered in order, using the response option that best matches the current situation. Responses should reflect typical patterns rather than isolated events.
How are results used?
Results summarize major motivational drivers and areas that may require support, including transitions between grade levels. They are used to inform educational planning and targeted interventions when needed.
WHAT THE TEST MEASURES
About This Assessment
Methodology for Studying Learning Motivation Test

Learning Motivation Assessment Test

academic motivation

This instrument is designed to help characterize factors that influence students’ engagement with schoolwork. The Learning Motivation Assessment is used to screen for patterns of intrinsic and extrinsic motivation and to support discussion of learning-related goals and attitudes.

The measure contains 18 items and typically takes about 8 minutes to complete. It is intended for use in educational and clinical settings where understanding motivational orientation may inform academic support planning, counseling, or referral decisions. Authors are cited as Edward L. Deci and Richard M. Ryan.

Administration may be adapted across school-age groups, with interpretation focusing on how motivational themes relate to observable academic behaviors and persistence. Results from the Learning Motivation Assessment should be integrated with collateral information (e.g., teacher report, academic history, and clinical interview) rather than used as a stand-alone basis for high-stakes decisions.

Author: Edward L. Deci, Richard M. Ryan
Literature: Pintrich, P. R. A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology. 2003.
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