Any study that helps to understand the concept of motivation to achieve academically is

important in the field of education. This research project focuses on the level of affects on
students' academic motivation about the transfer of teachers in NDKC. The study improves on
previous studies done in this field ( e.g., Waugh 2002; Deci, Vallerand, Pelletier, & Ryan, 1991;
Connell, & Ryan, 1984; Mills, 1991; Csikszentmihalyi, 1990).
Our study is anchored on the following questions:
1. How might a model of academic motivation be operationally defined to include attitudes and
behaviour and based on three main aspects: (a) Striving for excellence (standards, goals, tasks,
effort, values, ability and resources; (b) Desire to learn (interest, learning from others, and
responsibility for learning); and (c) Personal Incentives (extrinsic, intrinsic and social rewards)?
2. To what extent does the measure of academic motivation represent a linear scale?
3. What is the relationship between attitudes and behaviour in academic motivation?
4. What is the relationship between the three aspects of academic motivation striving for
excellence, desire to learn and personal incentives?
5. What are NDKC high school students' conceptions of academic motivation in terms of
attitudes and behaviour, striving for excellence, desire to learn and personal incentives?