Teise, V. N.Stofile, Caroline Letshego Keamogetswe2018-01-182018-01-182017-07http://hdl.handle.net/11660/7629English: The aim of the research study was to determine the relationship between learning motivation and academic achievement among 2nd year physics students at the University of the Free State. The population consisted of 2nd year students studying physics at the Bloemfontein Campus of the University of the Free State. The sample consisted of 55 2nd year students who were enrolled for various BSc degree programmes but had a physics module either as a major or as an elective. Probability sampling in the form of simple random sampling was used to select respondents. Relevant literature indicated that learning motivation is related to students’ academic achievement but very few has determined how learning motivation may influence the academic achievement of students in a particular subject such as physics. The data on student learning motivation was collected using a standardized questionnaire, namely the students' motivation towards physics learning (SMTPL) questionnaire. The students’ first year final examination marks in physics were used to determine the academic achievement of students. The empirical investigation established that learning motivation has no influence on the academic achievement of 2nd year physics students. The study however showed that self-efficacy may be the best construct of learning motivation to predict students’ academic achievement.Afrikaans: Die doel van hierdie navorsingstudie was om die verhouding tussen leermotivering en akademiese prestasie onder tweedejaar- Fisikastudente aan die Universiteit van die Vrystaat te bepaal. Die deelnemers het bestaan uit tweedejaar- Fisikastudente van die Bloemfontein kampus van die Universiteit van die Vrystaat. Die steekproef het bestaan uit 55 tweedejaarstudente wat vir verskeie BSc-graadprogramme ingeskryf was, maar wat ‘n Fisika-module òf as hoofvak, òf as ‘n keusevak, gehad het. Waarskynlikheidseleksie in die vorm van eenvoudige ewekansige steekproefneming is gebruik om deelnemers te selekteer. Relevante literatuur het aangedui dat die aanleer van leermotivering verband hou met studente se akademiese prestasie, maar weinig navorsers het bepaal hoe die aanleer van leermotivering die akademiese prestasie van studente in ‘n spesifieke vak soos Fisika kan beïnvloed. Data rondom die aanleer van leermotivering onder studente is versamel deur middel van ‘n gestandaardiseerde vraelys, naamlik die Studente Motivering vir Fisiese Leer (SMFL)-vraelys. Die studente se eerstejaar finale eksamenpunte in Fisika is gebruik om hul akademiese prestasie te bepaal. Die empiriese ondersoek het bevestig dat die aanleer van leermotivering geen invloed op die akademiese prestasie van tweedejaar-Fisikastudente gehad het nie. Die studie het egter getoon dat selfdoeltreffendheid moontlik die beste konsep vir die aanleer van leermotivering is ten einde studente se akademiese prestasie te voorspel.enMotivationIntrinsic motivationExtrinsic motivationLearning motivationSelf efficacyActive learning strategiesScience learning valuePerformance goalAchievement goalLearning environment stimulationAcademic achievementPhysics -- Study and teachingMotivation in educationDissertation (M.A. (School of Higher Education Studies))--University of the Free State, 2017DissertationUniversity of the Free State