The Influence of Family Income on Motivation and Learning Achievement among Tamil Medium Senior Secondary Students in the Colombo Educational Zone

Abstract

Differences in family income and socioeconomic status can impact students’ motivation and learning achievement. This descriptive cross-sectional survey study examined the influence of family income on student motivation and learning achievement among Tamil-medium senior secondary students in the Colombo Educational Zone of Sri Lanka. The study also examined the moderator effect of family income on relationship between motivation and learning achievement. 360 students from Grades 10 and 11 were selected by stratified random sampling from Tamil Medium schools in Colombo Educational Zone with equal number of male and female participants. 24 class teachers, 72 parents, and twelve principals were also included in this study. Validated adapted Academic Motivation Scale was used to assess motivation, and average examination marks from recent common examination were used to assess the learning achievement. Nonparametric tests, correlation analysis, hierarchical regression, and bootstrap methods were used to analyze the data. The findings showed statistically significant differences in learning achievement, intrinsic motivation, and extrinsic motivation across family income groups. Learning achievement showed a small-to moderate positive correlation with family income (ρ = 0.244, p < 0.001), suggesting better learning achievement with higher family income. Extrinsic motivation also showed a small positive association with income, whereas intrinsic motivation did not exhibit a significant monotonic relationship. Regression analysis indicated that both motivation and family income independently predicted learning achievement. Family income significantly moderates the relationship between motivation and learning achievement (B = 0.49, 95% CI [0.20, 0.79]). This suggests that students from higher family incomes are more likely to translate motivation into learning achievement. These findings suggest that motivation enhances learning achievement at all income levels. However, students from higher family income are more likely to translate motivation into learning achievement. This study underscores the influence of family income on motivation and learning achievement. Both motivational development and income-related inequalities should be addressed to ensure that all students have equal opportunities to succeed.