Motivation of secondary school students to perform well in test according to evaluative function: The influence of the gender variable.

This article presents the results of a study comparing girls (81) and boys (74) in grade 8 in high school and their motivation to pass a test based on its evaluative function. The following techniques were used: correlation (r), t-tests for matched samples, Hotelling T2 multivariate and multiple regression test. The results showed that overall, the evaluative function of the test does not affect students’ level of motivation to complete it. However, genders showed differing motivation to pass the test based on its evaluative function. In addition the “amotivation” sub-scale could prove to be an effective tool to prevent dropping out, particularly among boys.