(Thiruvananthapuram, 2009) Muthee, Jessina; Immanuel, Thomas
The present study was carried out to investigate
the impact of classroom climate, intelligence, home
environment and socio-economic status on achievement
motivation of standard eight pupils of Nairobi city,
Kenya. A proportionate stratified sample of 101 boys
and 99 girls constituted the study sample. Both
dependent and independent variables were measured
using standardized instruments. Analysis of the data
using multiple regressions showed that four independent
variables, viz., intelligence, classroom climate, living
with relatives and number of sisters jointly and
significantly contributed to the prediction of achievement
motivation of standard eight pupils (R= . 429; P <
. 01). The results further indicated that in terms of
magnitude of contribution, intelligence turned out to be
the most significant predictor (Beta = .270, t =
3.986, P < .05), followed by class room climate (Beta
= .267, t = 3.965, P <.05), living with relatives (Beta
= -.156, t = 2.317, P < .05) and number of sisters at
home (Beta = 0.148, t = 2.172, P < .05), in the
order of significance.