The relationships between motivational orientations (intrinsic motivation,extrinsic motivation & amotivation) and student's academic achievement in the english language

The present study was aimed to investigate the relationship between motivational orientations (Intrinsic motivation,Extrinsic motivation & Amotivation) and students’ academic achievement in English language.The research is done in descriptive (correlation) method. The statistical universe consisted of all Babol’s female high schools, first,second and third grades,(with age range,15-17years) who were 4363 persons.354 female students were selected through Stratified random sampling as the research statistical sample. The questionnaires including Language Learning Orientations Scale-Intrinsic Motivation, Extrinsic Motivation, and Amotivation subscales (LLOS_IEA) was utilized to collect the data. To analyz the data descriptive and inferential statistical methods (the Pearson Correlation, Multiple Regression Analysis, one-way ANOVA test and Scheffe post hoc test) were used. The results of the study revealed that there is a positive significant relationship between intrinsic motivation, its components and student's academic achievement in the English language. There is a very weak positive relationship between extrinsic motivation, its components and student's academic achievement in English language. There is a negative significant relationship between amotivation and student's academic achievement in English language. Intrinsic motivation has the highest share to predict the student's academic achievement in English language. There is significant relationship between motivational orientations and educational grades. In this study, we suggested some educational and pedagogical strategies to English language teachers to increase students’ motivation and help them to internalize their motivation.