Achievement Motivation Among Teenage Children of Employed Migrated Mothers and Children Living With Both Parents in Kandy District West Hall Estate A Comparative Study

Running head: ACHIEVEMENT MOTIVATION IN TEENAGE CHILDREN i
ACHIEVEMENT MOTIVATION AMONG TEENAGE CHILDREN OF
EMPLOYED MIGRATED MOTHERS AND CHILDREN LIVING WITH
BOTH PARENTS IN KANDY DISTRICT– WEST HALL ESTATE:
A COMPARATIVE STUDY
Dissertation submitted by
A. M. Sam Paul
BSc/Psy/AQ/16/035.
In partial fulfillment of the requirements for the award
Of
Bachelor of Science in Psychology and Counselling (BSc.)
From
Aquinas College of Higher Studies,
Colombo, Sri Lanka
August - 2019
ACHIEVEMENT MOTIVATION IN TEENAGE CHILDREN ii
Declaration
Candidate’s Declaration
I, Arul Mari Sam Paul, declare that this Dissertation is submitted as partial fulfillment of the
requirements for the award of Bachelor of Science in Psychology and Counselling, from the
Faculty of Humanities and Social Science, Aquinas College of Higher Studies, is wholly my
own work and to the best of my knowledge and belief contains no material previously published
or written by another person, except that which is acknowledged. I confirm that the contribution
of any supervisors and others to this research and to the dissertation was consistent with normal
supervisory practice.
…………………………………….. ………………………………
Signature of the candidate Date
Academic Advisor’s Declaration
I, Rev. Dr. Sunil Rupasinghe, confirm that, to the best of my knowledge the research was
carried out and the Dissertation was prepared under my direct supervision. The research was
conducted in accordance with the degree regulations and represents the original research work
of the candidate. The contribution made to the research by me was consistent with normal
supervisory practice.
…………………………………… ……………………………….
Signature of the Academic Advisor Date

ACHIEVEMENT MOTIVATION IN TEENAGE CHILDREN iii
ACKNOWLEDGEMENT
I can do all things through Christ who strengthens me (Phill 4:13)
First and foremost, I would like to thank God Almighty for giving me the strength,
knowledge, ability and opportunity to undertake this research study and to persevere and
complete it satisfactorily. Without his blessings, this achievement would not have been
possible. I would like to express my deep and sincere gratitude to my research supervisor
Rev. Fr. Sunil Rupasinghe for providing guidance throughout this research. His dynamism,
vision, sincerity and motivation have deeply inspired me. He has taught me the
methodology to carry out the research and to present the research works as clearly as
possible. It was a great privilege and honor to work and study under his guidance. I am
extremely grateful for what he has offered me.
I’m thankful for the assistance and advice offered by the Panel of Lecturers and the Academic
Head of Department of Psychology, Aquinas College of Higher Studies.
My sincere thanks also go to the principal Mr. Muthaiah of CP/GP/K/ West hall Tamil
Vidyalaya, Kataboola, the Vice-principal, all school staffs and the students for the tremendous
support offered to conduct my data collection without any trouble. My special thanks to all the
research participants for their wonderful time and effort without any expectation.
I am extending my thanks to my dearest parents, I am extremely grateful to them for their
love, prayers, caring and sacrifices for educating and preparing me for my future. Your
support and love means the world to me! Finally, my thanks go to all the people, especially
my friends who have supported me to complete the research work directly or indirectly.
ACHIEVEMENT MOTIVATION IN TEENAGE CHILDREN iv
DEDICATION
To every soul that loves their children unconditionally

ACHIEVEMENT MOTIVATION IN TEENAGE CHILDREN v
ABSTARCT
This research is a comparative research study. A study on Achievement Motivation among
teenage children of employed migrated mothers and children living with both parents in Kandy
District– West hall Estate. This research is a comparative study; convenient sampling method
was used. The total sample size was 60. Which included 30 teenage children of employed
migrated mothers and 30 teenage children living with both parents. Samples were from the four
divisions of West hall Estate; West Hall, Baranda, Barkepal and Rilagala. Participants
comprised from CP/GP/K/ West Hall Tamil Vidyalaya, Kataboola. Deo – Mohan Achievement
Motivation Scale was used to measure the Achievement Motivation of two groups. The results
reflected that the level of Achievement Motivation among teenage children of employed
migrated mothers and teenage children living with both parents have a medium level of
Achievement Motivation. According to the result of the study null hypothesis was
rejected. However, they do differ in their Achievement Motivation level and it is significant.
Teenage children living with both parents have a higher level of Achievement Motivation than
the teenage children of employed migrated mothers. Hence, this study concluded that there is
a significant difference between Achievement Motivation among teenage children of employed
migrated mothers and teenage children living with both parents. Additional studies were
suggested to confirm the findings, and the research methodology should be expanded to include
a qualitative approach to further understand factors contributing to achievement motivation,
especially in the teenage children of employed migrated mothers.
Key words: Achievement Motivation, Teenage Children, Migrated mothers

ACHIEVEMENT MOTIVATION IN TEENAGE CHILDREN vi
CONTENTS
1. Declaration …………………………………………………………………………………ii
2. Acknowledgement ………………………………………………………………………...iii
3. Dedication …………………………………………………………………………………iv
4. Abstract …………………………………………………………………………………….v
5. Contents ……………………………………………………………………………………vi
6. List of Tables …………………………………………………………………………….viii
7. List of Figures ……………………………………………………………………………viii
8. Chapter 1: Introduction …………………………….………………………………………1
1.1: Background of the study………………………………………………………….1
1.2: Purpose of the research…………………………………………………………...6
1.3: Research Aim, Objectives and Hypothesis……………………………………….7
1.4: Definition of terms………………………………………………………………..8
9. Chapter 2: Review of Literature…………………………………………………………….9
10. Chapter 3: Research Methodology……………………………………………………….14
3.1: Details of the participants.……………………………………………………….14
3.2: Study Design…………………………………………………………………….14
3.3: Sample population ……………..……………………………………………......14
3.4: Inclusion/ Exclusion Criteria…………………………………………………….15
3.5: Tools of data collection………………………………………………………….15

ACHIEVEMENT MOTIVATION IN TEENAGE CHILDREN vii
3.6: Data Collection Procedure………………………………………………………18
3.7: Data Analysis……………………………………………………………………19
3.8: Ethical Consideration……………………………………………………………19
11. Chapter 4: Data analysis and Discussion of results………………………………………20
4.1 Demographic details ……………………………………………………………..20
4.2 Descriptive statistics ……………………………………………………………..22
4.3 Inferential statistics ………………………………………………………………26
12. Chapter 5: Summary and Conclusion………………………………………………….....27
5.1: Discussion of the findings……………………………………………………….27
5.2: Limitations……………………………………………………………………....29
5.3: Implication………………………………………………………………………30
5.4 Recommendations………………………………………………………………..31
13. References………………………………………………………………………………..33
14. Appendix…………………………………………………………………………………38
ACHIEVEMENT MOTIVATION IN TEENAGE CHILDREN viii
List of Tables
Table 3.5.1 Description of the Negative and Positive items of Achievement Motivation scale
Table 3.5.2 Description of cutoff scores and level of Achievement Motivation
Table 3.5.3 Description of 15 items of Achievement Motivation scale
Table 4.1.1 Demographic characteristics of the sample of group 1 (Teenage children of
employed migrated mothers)
Table 4.1.2 Demographic characteristics of the sample of group 2 (Teenage children living
with both parents)
Table 4.2.1 Statistics of mean and standard deviation of two groups regarding achievement
motivation
Table 4.2.2 Description of Mean value of 15 items
Table 4.3.1 Independent sample t-test table of teenage children of employed migrated mothers
and children living with both parents.
List of Figures
Figure 4.2.1 Description of mean level of achievement motivation among teenage children of
employed migrated mothers and teenage children living with both parents
ACHIEVEMENT MOTIVATION IN TEENAGE CHILDREN 1
CHAPTER 1: INTRODUCTION
1.1 Background of the study
As human beings, we have many needs to be accomplished. McClelland and Geen say those
needs to maintain the life cycle of each and everyone’s life in this world are such needs as food,
achievement, affiliation and power. Motivation is the drive to achieve these needs. Even though
hunger might be one of the strongest primary drives in our day - to - day routine, we are also
motivated by powerful secondary drives that have no clear biological basis. Among those the
most prominent is the need for achievement. It is a stable, learnt characteristic in which
satisfaction is obtained by striving for and attaining a level of excellence. (Feldman, 2004)
According to the Annual statistical report of foreign employment (2017), foreign employment
industry continued its rank as the second-largest earner of foreign exchange in Sri Lankan
economy. Over 90% of Sri Lankan employees working abroad were in the Middle Eastern
countries. The female participation for foreign employment was 34%; out of total departures
during the year 2017, 77% of female migrant workers were housemaids. 75% of the more than
1 million women who have migrated are married and 90% of them have children. 3rd Majority
of recruitments for female foreign employment (Housemaids) was reported from Kandy
District.
Research has shown that a parent’s involvement is the most prominent fact in a child’s school
success. Further, studies have also confirmed that there is a correlation between parent
involvement and children’s educational development and subsequent fundamental academic
motivation (Gottfried, Fleming, & Gottfried, 1994). Many studies have revealed that children
of employed migrated mothers have been subjected to a diversity of problems with long-term
consequences to themselves and society (Jayasinghe 2009; Senaratna, Perera & Fonseka 2011).
This study sought to answer the general question “To what extent achievement motivation
among children of employed migrated mothers, compared to children living with both parents
in West Hall Estate - Kandy District”. This study was conducted to reveal the importance of
the “presence of mother” in children’s Achievement Motivation for their academic
performance.
Achievement Motivation
Motivation means the general process through which behaviour begins and then is directed
towards a certain goal. The word “Motivation” came from the Latin word movere which means
“to move”. Hence, motivation refers to the processes that lead to the instigation, continuation,
intensity, and quality of behaviour. Achievement Motivation is the desire to achieve a standard
of excellence, to do well for the sake of doing well rather than for extrinsic reward. It has been
noticed by behavioural scientists that people have an intense desire to achieve something, while
others may not seem that concerned about their Achievement. It is also noticed that people with
a high level of Achievement Motivation exhibit certain characteristics.
Achievement Motivation is a widely researched topic in both the fields of psychology and
education. Achievement Motivation can best be understood by examining the meanings of
“Achievement” and “Motivation” separately. Achievement typically stresses the importance of
accomplishment and attainment with the effort involved (Mandel & Marcus, 1988). Motivation
relates to an individual’s reason for engaging in an activity, the degree to which an individual
pursues the activity, and the persistence of the individual (Graham & Weiner, 1996).
Achievement Motivation is an important issue for psychologists and individuals in the field of
education because it has been correlated with academic self-concept (Marsh & Ayotte, 2003),
academic self-efficacy (Bong & Skaalvik, 2003), personality traits (Mandel & Marcus, 1988),
developmental level (Guay, Marsh, & Boivin, 2003), and gender differences (Mandel &
Marcus, 1988). In the proposed theory of Achievement Motivation of Atkinson & Feather
(1966), says that an individual’s achievement oriented behaviour is based on three parts. The
first part is being the individual's predisposition to Achievement, the second part is being the
probability of success, and third is the individual's perception of the value of the task.
When it is with the students, they may have the desire to achieve, and the ability to accomplish
the task, but feel the accomplishment has little or no value and feel doing it is not worth the
effort or time. Some others may fear that they are not capable of completing the required task,
so they do not even begin. They also feel it is better to receive a lower overall grade than to
prove they cannot correctly complete the task (Monte & Lifrieri, 1973).
The way we try to achieve may differ from one individual to other. Some individual’s need for
achievement is very high, but for some others, it may be very low. However, there are high
achievers and low achievers. Socialization process and learning experiences are the reasons for
the difference in the effect of Achievement Motivation. Also, it emphasizes that those who
have high achievers as their models in their early life experience would develop the higher need
to achieve, while those who have low achievers as their models hardly develop the need to
achieve Gesinde (2000). In students their success in academic, sports and also job-related
situations Achievement Motivation is considered as an essential factor. Especially in the
academic setting, it was inspired by their view of motivation, competency beliefs and value
beliefs which could be more pliable than their cognitive ability. As such views prove it’s
important to improve learning and achievement processes in students in the educational system
(Spinath, Spinath, Harlaar, & Plomin, 2006).
Teenage children
A child is a person who’s 19 years or younger unless national law defines a person to be an
adult at an earlier age (United Nation). Teenage children are those who are between the age of
13 and 19. Good thing at this stage is children are possibly the quickest that they will ever be;
their affections, crushed will never be better and also their excitements will never fairly be the
same. But, the bad thing is during this time the chances of putting themselves in harm will
increase by 200%, relative to childhood (Dahl, 2001).
Another biological factor is as the teenager’s (adolescent’s) immature prefrontal cortex; they
are incapable of making rational decisions (Todd. Y, 2007) which is the rational and vulcanized
region of the brain (Cohen J.D, 2005). Every part of our body keeps changing during the life
span development, also the prefrontal cortex of the brain changes along with other parts of the
brain. A child’s prefrontal cortex is even less mature than the teenager’s (adolescent’s).
This is the period where every teenager goes through a transformation of biological,
psychological, social and economic era. Researchers of age have identified the stages of
development as Early Adolescence (11-14 years), Middle adolescence (15-18 years), and late
adolescence or youth, it often recognized (18-21). It is the most emotional periods of life.
During these stages, many aspects can be observed. They will be biologically proficient of
reproduction, that’s why they show more interest in sexual and intimate relationships. They
become smarter, more sophisticated and capable of making decisions. Teenagers are there in
the transitional stage because during this stage only childhood is get divided by age. Many
trends emphasize positive aspects in specific areas in teenagers. Depending on the trends they
assess them. They exercise psychology in a personality-based acting way, facing the fierce
battle to dominate between the positive and negative side. They attempt to cultivate calm, a
sense of self-restraint and self-control, self-confidence, authenticity, sense of reality, ambition,
sense of humour and other qualities of personality during this developmental stage. As present
environment is getting change and its became more complex the teenagers had to face those
change and complex in which many things can go right or wrong because they are vulnerable.
We should have a full appreciation of these environments as well as society’s opportunities to
shape them (Celcima. D, 2017).
Migrated Mothers
Foreign employment industry continued its rank as the second-largest earner of foreign
exchange in the Sri Lankan economy. Qatar, Saudi Arabia, Kuwait and U.A.E. were the major
labour receiving countries that have captured over 79% of Sri Lankan labour market. Their
work contracts do not fall under labour laws but under the jurisdiction of immigration
authorities.
Sri Lanka is foremost labour providing country in Asia, with a high proportion of female labour
migrants employed as domestic housemaids in Middle East with increasing remittances.
During the year 2017, over 90% of Sri Lankan employees working abroad were in Middle
Eastern countries. The female participation on foreign employment was 34%, out of total
departures during the year 2017. Majority of the females had been recruited as housemaids in
the year 2017 it was 77% of total female migrant workers. Third majority of recruitments for
female foreign employment (Housemaids) was reported from Kandy District.
There are many numbers of social disturbances can occur without a mother at home. Such as,
families become dysfunctional, lack of mother’s care and love, money gets used before the
mother returns, the husband starts drinking or becomes unfaithful, increased incidents of incest,
some teenage children get pregnant, some get abused and children get dropped out of school
(Tidball.S, 2011). Also, these migrated employers face many negative impacts Such as abuse,
death, circular migration, extended periods of separation from family (more than 10 years),
physical or mentally ill and culture shock affects many migrated employers while working
abroad (Popul. J, 2010).

A study of Siriwardhana C, Wickramage .K & et al, 2013 has reported that migration of the
family member was perceived to have a negative impact on the overall health and wellbeing of
the left-behind families. They have observed a decrease in mental well – being of spouses of
migrated employers to an increase in daily stressors and worries over the well – being of their
migrated partner. International labour migrant departures cause a significant effect on children
of left-behind families, especially when the mother goes abroad. These include emotional
issues as well as interruptions to education in certain cases. Several of the interviewed fathers
believed that they were unable to balance their occupations, household chores and looking after
children and strongly expressed/ believed that mothers do need to be at home to look after the
children.
1.2 Purpose of the Research
In the rural areas of central province, we can observe a significantly high amount of maternal
migration for employment mainly to middle - east countries. Many factors can be observed
which encourage female migration, especially in Sri Lanka. Those factors can be seen as push
factors and pull factors. Those push factors are lack of access to regular and substantial income
and the inability to bear the rising cost of living and those pull factors are attractive salary,
active/ depictive advertising by recruitment agents, pre-departure loans by agents to a male
family member, mother’s extramarital relationship and motivation from friends and relatives
etc. This study will reveal the impact of mothers’ absence in their teenage children’s
achievement motivation comparatively teenage children living with both parents.
This study will be analyzed the significant differences in achievement motivation among
children of employed migrated mothers and children living with both parents in West Hall
Estate - Kandy District. In order to draw special attention to children of employed migrated
mothers from the teachers, parents and caregivers. Women started working and started to
support their family financially in some family they are the breadwinner. It is a remarkable
change along with the time. But the emotional support which really affects any individual for
any extreme will be cut off if they couldn’t manage the time properly. Especially when they
leave their family, children and husband to another country, they are at high risk.
1.3: Research Aim, Objectives and Hypothesis
Research Aim
To investigate the differences in achievement motivation among teenage children of employed
migrated mothers and children living with both parents in Kandy District – West hall estate.
Research objectives
1. To explore the Achievement Motivation among teenage children of employed migrated
mothers
2. To explore the Achievement Motivation among teenage children living with both parents.
3. To investigate whether there is a significant difference in Achievement Motivation among
teenage children of employed migrated mothers & teenage children living with both parents.
Research Hypothesis
The (null) Hypothesis:
There is no statistically significant difference in Achievement Motivation among teenage
children of employed migrated mothers and teenage children living with both parents in West
Hall Estate - Kandy District.

1.4 Definition of terms
Achievement Motivation: It is the basic need for success or the attainment of excellence (Deo-
Mohan)
Migration: Migration can be defined as men’s and women’s solution to the plight of family
poverty and unemployment. (Annual Statistical Report, Sri Lanka Bureau of Foreign
Employment, 2017)
Teenage Children: A child is a person 19 years or younger unless national law defines a person
to be an adult at an earlier age (United Nation).Teenage children those who between the age of
13 and 19.
CHAPTER 2: REVIEW OF LITERATURE
This chapter presents an overview of achievement motivation among teenage children as well
as a review of literature pertaining to the research topic.
A qualitative, descriptive cross-sectional study was carried out in administrative districts of
Colombo, Gampaha and Kurunegala on Left-behind children of migrant women: Difficulties
encountered and strengths demonstrated (Senaratna, 2012). Data was collected through focus
group discussions with school teachers and semi-structured interviews with primary care givers
and religious leaders. The main objective was to describe the difficulties encountered by these
children and strengths demonstrated by them and to describe factors associated with the
difficulties they encounter. Analysis of data showed numerous difficulties, such as difficulties
in academic activities, difficulties in extra-curricular activities, difficulties due to behavioural
problems, difficulties in relationships, difficulties due to abuse and neglect and lack of good
role models. Even with such difficulties, some have demonstrated strengths to withstand these
difficulties. However, this study finally concluded that migrant women’s children have many
difficulties resulting from the mother’s absence. Their strength’s to face life’s challenges,
comparatively, seem minimal.
Similar results had been reported in research conducted using a random sample of 1200
households of employed migrated mothers, those who had been absent from their families for
over 6 months in Colombo and Kurunegala District by Integrated Development Consultants
(Pvt.) Ltd on behalf of Save the Children in Sri Lanka. The results showed that the average
educational level of the migrating mother was somewhat higher than of caregivers as a whole,
and that of fathers. In addition, the fact that mothers were seen by children as highly supportive
of education could mean that educational outcomes would be significantly affected by the
absence of the mother. Also, it’s evident that the departure of the mother causes specific
emotional needs and behavioural problems in younger children ("Educational Performance of
Children", 2006).
Consistent with the above research findings, the article of Jayasuriya & Opeskin (2015) has
pointed out the prolonged absence of migrant domestic workers negatively affects their
children’s family life, education, health, well-being and freedom from abuse. It suggested that
labour sending countries should get support from the international community to enhance the
training capacity of institutions to meet the goal of reducing women’s low-skilled migration.
They should research and analyze broadly the social impact on their societies due to the
migration, which helps them to improve a structural labour migration programs to reduce the
negative impacts of children affected by the migration process.
The research aimed to determine whether a mother’s migration for work abroad impacts the
education level of the child and to identify the factors affecting their education was conducted
among Sri Lankan school children (Grade 6-11) in Gampaha district (Dissanayake,
Chandrasekara & Jayasundara 2012). Stepwise Ordinal Logistic Regression was performed to
evaluate the factors that were related to the average examination marks. Fitted models reveal
that ‘mother migrated children’ has a strong relationship with the lower levels of examination
results. Attendance, mother’s reason for migration and gender were identified as the factors
associated with the education level of the ‘mother migrated children’. Therefore, the presence
and involvement of the mother are important for better educational performances. In future
special attention should be put on ‘mother migrates’ children from schools, caregivers and the
government.
However, analyses by the gender of the migrants show the effects are heterogeneous in a study
of Sarma & Parinduri (2013). It was a representative survey of Sri Lanka. They used the sample
of schooling-age children (age 6-18 years) except the Northern - and Eastern regions where the
then ongoing civil war disrupted data collections. It examined the effects of parental emigration
from Sri Lanka on the education of the migrants’ children left behind. Using access to foreign-
employment agencies at the community level as an instrument for migration in two-stage least
squares estimations, they couldn’t find parental migration matters on average. The results
reported that effects are heterogeneous. When the mothers migrate and the fathers stay behind,
education of the children worsens; but, when the fathers migrate and the mothers take care of
the children, it improves. There are also some evidence boys, younger children, and children
of the less educated parents gain more from parental migration.
A study investigated the influence of parental education level on achievement motivation of
adolescents (ages 16-19 years). 200 intermediate students belonging to parents having 4 levels
of education - high school, intermediate, graduation and post-graduation were administered
Deo- Mohan achievement motivation scale. The result indicated that parental education level
influences the achievement motivation in the academic area. Higher the level of parental
education, better the achievement motivation in an academic area (Acharya & Joshi 2009).
Chetri (2014) conducted a study on the achievement motivation of adolescents and its
relationship with academic achievement. The main objectives of the study were to see gender
differences in achievement motivation, to see the academic achievement of secondary school
students. The sample consisting of 480 boys and girls were selected by stratified random
sampling method. Achievement motivation scale by Bhargava was used for data collection.
The result shows that there is no significant difference between boys and girls in achievement
motivation. There is a significant relationship between achievement motivation and academic
achievement.
The study of Krishna & Rana (2010) was attempted to survey the level of achievement
motivation among secondary school students. 200 samples were chosen through purposive
sampling techniques. The Deo-Mohan Achievement Motivation Scale (n-Ach) was used to
collect data. The study revealed the significant difference in the level of achievement
motivation among rural and urban students, rural boys and urban boys, rural girls and urban
girls, and rural girls and urban boys. But there was not any significant difference in the level
of achievement motivation between rural boys and urban girls.
Roy (2013) conducted a study on emotional intelligence and academic achievement
motivation among adolescents: A relationship studies. The main purposes of the study were to
see the relationship between emotional intelligence and academic achievement motivation and
to study emotional intelligence of students with high, average and low academic achievement
motivation. The sample consisting of105 classes XII students (48 were boys and 57girls) was
selected by simple random sampling technique. Academic achievement motivation test by Dr.
T. R. Sharma and emotional intelligence inventory by Dr. S. K. Mangal and Mrs. Shubra
Mangal were used for data collection. The result shows that there is a positive relationship
between emotional intelligence and academic achievement motivation. The study also shows
that students with high, average and low academic achievement motivation differ from one
another on emotional intelligence.

Some studies were done with school students of working and non-working mothers. Rathee
(2014) conducted a study on academic achievement motivation of secondary school students
of working and non-working mothers. The main objective of the study was to compare the
academic achievement motivation of adolescent students of working and non-working mothers
the shows to compare the academic achievement motivation of male and female students of
working and non-working mothers. The sample consisting of 200 students (100 male and 100
girls) was selected by survey method from secondary schools of District Sonipat, Haryana.
Academic achievement motivation test by T.R. Sharma was used for data collection. The study
revealed the adolescent students of working mothers are better in academic achievement
motivation and male adolescent students of non-working mothers group are better in academic
achievement motivation and female adolescent students of working mothers group better in
academic achievement motivation.
Another study conducted with secondary school students belonging to non-working mothers,
on learning style preferences in relation to achievement motivation. A sample consisting of
1300 secondary school students was selected through stratified random sampling technique
from different schools of Jammu District. Self-Concept inventory by Ahluwalia, achievement
motivation test by Mukherjee, General mental ability test by M.C. Joshi and learning style
inventory by S. C. Aggarwal were used for data collection. The result reported that there was
a significant cumulative effect of intelligence, achievement motivation and sex on different
sets of learning styles among secondary school students belonging to non-working mothers
(Sunita, 2014).
CHAPTER 3: RESEARCH METHODOLOGY
3.1 Details of the participants
Participants for the study were obtained in the West Hall Estate, Kandy district from the
divisions of West Hall, Baranda, Barkepal and Rilagala. K/CP/GP/ West Hall Tamil Vidyalaya,
Kataboola was chosen to approach all the participants from above-mentioned divisions of West
Hall Estate. Questionnaires provided to the children those who are coming from above-
mentioned divisions during their free period with the permission of school administration.
3.2 Study design
The research described here is a quantitative study. This study has 2 groups;
Group 1: Teenage children of employed migrated mothers
Group 2: Teenage children living with both parents.
Two-tailed t-test was used to identify the difference in achievement motivation among teenage
children of migrated mothers and teenage children living with both parents.
3.3 Sample population
The sample consisted of 60 children (N=60) each group comprised 30 children both male and
female aged between (13-20years) from West Hall Tamil Vidyalaya, Kataboola, who can read
and understand the questionnaire in Tamil 30 teenage children of employed migrated mothers
and 30 teenage children living with both parents. Convenient sampling method was used to
select the participants. Participants were given a demographic questionnaire to identify which
group they will fall into.

3.4 Inclusion and exclusion criteria
Inclusion criteria included both male and female children ages between 13 and 20 from grade
8-13, those who can read and understand. For the first group Children of employed migrated
mothers. They should live with their father or any primary caretaker and their migrated mothers
should work as housemaids. For the second group children living with both parents. Both
parents should stay with their children. If they are working they have to be within the estate
sector.
Exclusion criteria were children who have been previously diagnosed with learning disabilities
and children who have lost their parents or any parent.
3.5 Tools of data collection
 Demographic questionnaire
The demographic questionnaire obtained from the participants to collect information regarding
the age, sex, birth order, parental status, address and it helped to identify which group they will
fall into.
 The Deo- Mohan Achievement Motivation (n-Ach) Scale
The Deo- Mohan Achievement Motivation (n-Ach) Scale developed by Prof. Pratibha Deo
(Pune) and Dr. Asha Mohan (Chandigarh), National Psychological Corporation, Kacheri Ghat,
Agra (1985) will be used for the collection of data. It is meant for both boys and girls in the
age group of 13 to 20 years. This scale is available in Hindi and English language only. The
original version of this tool has been obtained from the public domain. Also, in order to acquire
the author’s approval to use the tool in the study an email has sent to the National Psychological
Corporation, Kacheri Ghat,Agra But didn’t get any response from the relevant authorities so,
the tool has considered as free to use. In this study, it has translated into Tamil language by a
sworn translator and then it has revised by another experienced educationalist. Finally, Tamil
translated questionnaire was used to measure the achievement motivation of children with the
help of a volunteer. The scale consists of 50 items having the distribution as achievement
motivation, need for achievement, academic challenge, achievement anxiety, importance of
grades, meaningfulness of task, relevance of school/college to future goals, attitude towards
education, work methods, attitude towards teachers, interpersonal relations, individual concern,
general interests, dramatics, sports etc. Out of 50 items, 13 are negative and 37 are positive
items.
Table 3.5.1 Description of the Negative and Positive items of Achievement Motivation scale
Items Item No Total no of items
Negative Items 1, 12, 13, 14, 17, 18, 19, 20, 21, 22, 32, 34, 37 13
Positive Items Remaining items 37
The scale is of the self-rating type and can be administered in a group with 5 points to rate via
always, frequently, sometimes, rarely, never. It has no time limit. The scoring device is a simple
stencil type having a numerical weight age from 4 to 0 for positive in the above order of rating
scale and the reverse of it for the negative items. the maximum score could be obtained is 200
and the minimum score could be 0. This scale didn’t have any cutoff scores. So the researcher
has set cut off score as mentioned in the below table 3.5.2
Table 3.5.2 Description of cutoff scores and level of Achievement Motivation
Cutoff scores Level of Achievement Motivation
0-50 Low
51-100 Normal
101-150 Medium
151-200 High
The scale has test-retest reliability and split-half reliability of .56 and item validity of .54. The
reliability coefficients were found to be .69 and .78 for male and female groups respectively.
Cronbach's alpha coefficient for overall male and female was found to be 0.86. It mainly covers
3 areas such as academic factors, factors of the general field of interests and social interests. It
contains 15 factors of items as described in the below table 3.5.3
.Table 3.5.3 Description of 15 items of Achievement Motivation scale
SN Factor No of Items
1 Academic Motivation 4
2 Need for Achievement 4
3 Academic Challenge 4
4 Achievement Anxiety 1
5 Importance of Grade/ marks 2
6 Meaningfulness of Task 4
7 Relevance of School to future goals 2
8 Attitude towards Education 4

9 Work Methods 5
10 Attitude towards Teachers 3
11 Interpersonal relations 4
12 Individual Concern 2
13 General Interests 4
14 Dramatics 2
15 Sports etc. 5
3.6 Data collection procedure
After obtaining permission from the Academic head of psychology and counselling
department of Aquinas University College and from K/ West hall Tamil Vidyalaya School
administration data collection has done in 3 stages during their second study term.
Stage 01: There were 273 male and female students between grade 8-13 study in K/ West Hall
Tamil Vidyalaya, Kataboola. To choose the students for the relevant group demographic
questionnaire has distributed to every student from grade 8-13 which included age, gender and
parental status.
Stage 02: Teenage children of migrated mothers and teenage children living with both parents
have identified through the demographic questionnaire under consideration of inclusive and
exclusive criteria. After that parental consent was obtained from the selected 60 students of
two groups to continue the study.
Stage 03: Those 60 students of two groups have approached with the Deo - Mohan achievement
motivation Tamil translated scale along with their assent to participate in the study. These
participants have asked to complete the tools during their free period under the supervision of
the researcher and a volunteer.
3.7 Data analysis
In order to achieve the first objective which is to explore the achievement motivation among
children of employed migrated mothers, norms and cut off scores have used. To achieve the
second objective, which is to explore the achievement motivation among children living with
parents, norms and cutoff scores have used. To achieve the third objective, which is to
investigate whether there is a significant difference in Achievement Motivation among children
of employed migrated mothers & children living with both parents, two-tailed t- test was
calculated. The questionnaires have evaluated by the researcher and all calculations were done
using the Statistical Package for Social Sciences (SPSS) ver. 21
3.8 Ethical consideration
After obtaining permission from the lecture panel of psychology department of Aquinas
University of Higher Studies on the day of pre-presentation, the study carried out in a set time-
frame. A letter of permission from the academic head of psychology and counselling
department of Aquinas University of Higher Studies has handed over to the principal of the K/
West Hall Tamil Vidyalaya, Kataboola prior to carrying out the study. Since the participants
are minors, Parents’ consent obtained through the informed parental consent form and an assent
also obtained from the participants themselves along with the introduction of the study
including the research objectives before the study commences.

CHAPTER 4: DATA ANALYSIS AND RESULTS
This study was conducted to investigate the significant difference in achievement motivation
between teenage children of employed migrated mothers and teenage children living with both
parents in West hall estate - Kandy District. To measure the achievement motivation Deo –
Mohan achievement motivation scale was used respectively. The analysis of the acquired data
and the results based on the analysis are discussed in this chapter.
4.1 Demographic details
The table 4.1.1 presents the demographic characteristics of the sample group 1(n=30) which
was teenage children of employed migrated mothers. All the participants were teenagers
between the ages of 13 – 19 from grade 8 – 13. 50% of them were males and 50% of them were
females. 50% of them live with their father, the other 50% lives with their grandparents or first
degree relatives. 40% of fathers were working in the estate itself, 10% of them were jobless
and 50% of them work out of Estate sector especially in Colombo or they do other jobs than
working in the estate.
Table 4.1.1 Demographic characteristics of the sample of group 1 (Teenage children of
employed migrated mothers)
Demographic characteristic n %
Gender
Male 15 50
Female 15 50
Children living with

Father 15 50
Others 15 50
Father
Estate worker 12 40
Foreign Employer 00 00
Jobless 03 10
Others 15 50
The table 4.1.2 presents the demographic characteristics of the sample group 2 (n=30) which
was teenage children living with both parents. All the participants were teenagers between the
ages of 13 – 19 from grade 8 – 13. Males were 46.66% whereas females were 53.33%.
According to their demographic details, 36.66% of their fathers were working in the estate
sector, 3.33% of their fathers were jobless and 60% of their fathers were working out of Estate
sector especially in Colombo or they do other jobs than working in the Estate sector. 66.66%
of their mothers were working in the Estate sector, 30% of their mothers were house makers
and 3.33% of their mothers were working out of Estate sector especially in Colombo or they
do other jobs than working in the Estate sector.
Table 4.1.2 Demographic characteristics of the sample of group 2 (Teenage children living
with both parents)
Demographic characteristic n %
Gender
Male 14 46.66
Female 16 53.33
Father
Estate worker 11 36.66
Foreign Employer 00 00
Jobless 01 3.33
Others 18 60
Mother
Estate worker 20 66.66
House maker 09 30
Other 01 3.33
4.2 Descriptive statistics
This study was conducted among 60 participants in two groups (30 each) from
CP/GP/K/ West hall Tamil Vidyalaya, Kataboola – Kandy District and those who represent
four divisions West Hall, Baranda, Barkepal and Rilagala. Participants were chosen between
the ages of 13- 20 in grade 8 – 13. First screening led to 273 males and females (N=273). The
second screening was based on giving a demographic questionnaire and under consideration of
the inclusion / exclusion criteria of the study which led to the final sample of 60 participants
(N=60) of two groups; 30 participants (N=30) of teenage children of employed migrated
mothers 15 males (N=15) and 15 females (N=15) and 30 participants of teenage children living
with both parents 14 males (N=14) and 16 females (N=16).

Table 4.2.1 Statistics of mean and standard deviation of two groups regarding achievement
motivation
Teenage children n M SD
30 128.03 18.359
Employed Migrated Mothers
Achievement
Motivation 30 148.60 14.736
Living with both parents
n– Sample size, M – Mean, SD – Standard deviation
Table 4.2.1 represents the mean and standard deviation of achievement motivation level among
teenage children of employed migrated mothers and teenage children living with both parents
according to the Deo- Mohan achievement motivation scale. Teenage children of employed
migrated mothers’ mean value (128.03) are less than teenage children living with both parents’
mean value (148.60). Therefore, Teenage children of employed migrated mother’s
achievement motivation level are less than Teenage children living with both parents. Also, the
coefficient of variation is less in teenage children living with both parents. So, their level of
achievement motivation is consistent than teenage children of employed migrated mothers.
Below figure 4.2.1 shows the achievement motivation mean the level difference among teenage
children of employed migrated mothers and teenage children living with both parents. It’s
obvious that the achievement motivation of teenage children of employed migrated mothers is
less than achievement motivation of teenage children living with both parents. According to
the cut off scores both group’s level of achievement, motivation falls in the category of medium
level. Teenage children living with both parents, their level of achievement motivation is more
towards high level whereas teenage children of employed migrated mothers are more towards
medium level.
Figure 4.2.1 Description of mean level of achievement motivation among teenage children of
employed migrated mothers and teenage children living with both parents
“To explore the achievement motivation among teenage children of employed migrated
mothers” was the first objective of this study. According to the norms and cutoff scores, the
level of achievement motivation among teenage children of employed migrated mothers has
fallen into the medium level. “To explore the achievement motivation among teenage children
living with both parents” was the second objective. As per the norms and cutoff scores, the
level of achievement motivation among teenage children living with both parents also has
fallen into the medium level.

Table 4.2.2 Description of Mean value of 15 items
No Mean
SN Factor of Employed Living with both
Items migrated mothers parents
1 Academic Motivation 4 10.33 12.97
2 Need for Achievement 4 10.60 12.23
3 Academic Challenge 4 10.23 12.97
4 Achievement Anxiety 1 1.23 1.70
5 Importance of Grade/ marks 2 5.30 7.47
6 Meaningfulness of Task 4 10.37 12.77
7 Relevance of School to future goals 2 5.63 6.40
8 Attitude towards Education 4 9.67 10.33
9 Work Methods 5 12.53 14.63
10 Attitude towards Teachers 3 9.27 10.57
11 Interpersonal relations 4 9.70 11.00
12 Individual Concern 2 5.93 5.73
13 General Interests 4 9.07 9.97
14 Dramatics 2 4.80 5.30
15 Sports etc. 5 13.37 14.57
Table 4.2.2 describes the mean value of 15 items of Deo – Mohan achievement motivation
scale within two groups; Teenage children of employed migrated mothers and Teenage
children living with both parents. Even though the mean value of both groups has no huge
differences, still a slight difference can be observed. A vast difference in Academic Motivation,
need for Achievement, Academic Challenge, Importance of Grade/ marks, Meaningfulness of
Task, Work Methods, Attitude towards Teachers, Interpersonal relations and Sports can be
observed between two groups. The level of above mentioned item is higher in teenage children
living with both parents than teenage children of employed migrated mothers. Also, the level
of Achievement Anxiety, Relevance of School to future goals, Attitude towards Education,
Individual Concern, General Interests, and Dramatics can be observed almost the same between
both group participants.
4.3 Inferential Statistics
In order to achieve the most important third objective of the study which was to investigate
whether there is a significant difference in Achievement Motivation among teenage children
of employed migrated mothers & teenage children living with both parent independent
samples, T –test was performed with help of SPSS version 21.
Table 4.3.1 Independent sample t-test table of teenage children of employed migrated mothers
and children living with both parents.
t-test for Equality of Means
t df Sig. (2- Mean
tailed) Difference
Achievement Equal variances -4.785 58 .000 -20.567
motivation assumed
According to the Table 4.3.1 achievement motivation among teenage children of employed
migrated mothers show statistical significant difference with achievement motivation from
teenage children living with both parents (t=-4.785, P< 0.01) therefore the null hypothesis (H0)
“There is no statistically significant difference in Achievement Motivation among teenage
children of employed migrated mothers and teenage children living with both parents in West
Hall Estate - Kandy District” has been rejected .

CHAPTER 5: SUMMARY AND CONCLUSION
This present study expected to investigate the difference in Achievement Motivation among
children of employed migrated mothers and children living with both parents by using the Deo
– Mohan Achievement Motivation scale. Convenient sampling method was used to find the
participants for both groups.
5.1 Discussion of the finding
This current study focused on the achievement motivation among teenage children of employed
migrated mothers and teenage children living with both parents. The main objective was to find
whether there is any significant difference in Achievement Motivation between those teenage
children of employed migrated mothers and teenage children living with both parents. This
study highlights the importance of the absence of mother between both teenage children’s
group. Deo - Mohan Achievement Motivation scale was used to explore the level of
Achievement Motivation among teenage children of employed migrated mothers, and teenage
children living with both parents. The study has revealed that there is a statistical difference in
Achievement Motivation between both groups even though both groups have a medium level
of Achievement Motivation.
Many other studies are focusing on the same kind of problematic area. One of the studies on
the impact of mothers’ working status on the personality of adolescents in India indicated that
personality of children of working mothers is more affected than children of non-working
mothers. Annu Singh and U.V. Kiran (2014).And another Sri Lankan study evidenced that the
departure of the mother to another country causes specific emotional needs and behavioural
problems in younger children. ("Educational Performance of Children", 2006). The fact is that
mothers were seen by children as highly supportive of education, could mean that educational
outcomes would be significantly affected by the absence of the mother. Senaratna’s study
(2012) has revealed migrant women’s children have many difficulties resulting from the
mother’s absence. Study of Dissanayaka at el (2012) has revealed school attendance, the
mother’s reason for migration and gender were identified as the factors associated with the
educational level of the mother migrated children. Sarma & Parinduri (2013) has found out that
when the mothers migrate and the fathers stay behind, education of the children get worsens;
but, when the fathers migrate and the mothers take care of the children, it improves.
This current study also focused on two independent groups
1. Teenage children of employed migrated mothers.
2. Teenage children living with both parents.
Krishna & Rana (2010) have found a significant difference in the level of achievement
motivation among rural and urban students. Chetri (2014) has revealed that there is no
significant difference between boys and girls in achievement motivation in his study. At the
same time, Rathee’s study (2014) has revealed that the adolescent students of working mothers
are better in academic achievement motivation and male adolescent students of non-working
mothers group are better in academic achievement motivation and female adolescent students
of working mothers group better in academic achievement motivation. This current study was
conducted in a rural area of Sri Lanka without considering the gender. Sunita’s (2014) study
has revealed that there was a significant cumulative effect of intelligence, achievement
motivation and sex on different sets of learning styles among secondary school students
belonging to non-working mothers.

This study not only focused on the first study group where the mothers migrated for work but
also compared it with the second study group, where the mothers live with teenage children.
In this study also teenage children of employed migrated mothers have scored low level of
Achievement Motivation than teenage children living with both parents. As per the early
findings this study also revealed the difference of Achievement of Motivation among teenage
children of employed migrated mothers and teenage children living with both parents.
5.2 Limitations
This study focused only on one factor “Achievement Motivation” in the absence of the mother,
particularly in the estate sector. Yet there are some other factors such as family economic status,
parent’s education, poor nutrition and teacher’s involvements, which may influence a child’s
achievement motivation. The research conducted only in West Hall Estate chosen from Kandy
district. Therefore, the results cannot be generalized to a larger population. The children were
limited to age 13-19 (grade 8 to grade 13) and who are literate. The tools that were used in this
study have not been validated in Sri Lanka, thus it may have an impact on the research findings.
Therefore, the results generated cannot be applied to a larger population. This study has used a
pencil test scale questionnaire and it didn’t use interviews or focus group discussion to capture
the real ideas of both children of employed migrated mothers and children living with both
parents.
Another limitation of this current study is that the test variable of achievement motivation does
not differentiate maternal and paternal migration or spouse’s education level or job status;
therefore, it’s hard to compare directly the effects of migration. Also, this study didn’t observe
the examination marks or teacher evaluation of both group teenage children. Moreover, this
study did not examine which of the mechanisms are most important through which migration
affects the employed migrated children’s achievement motivation. Study pursues these
questions in future research.
5.3 Implications
This current study has revealed that there is a significant difference in achievement motivation
among teenage children of employed migrated mothers and teenage children living with both
parents. The principal of CP/ GP/ K/ West hall Tamil Vidyalaya has requested to have the result
of this study to conduct a parental awareness programme about mothers migrating to the
Middle East as housemaids. This study has also recorded in the school log entry.
Also, this study result can be very useful to teachers or caretakers of children of employed
migrated mothers. First of all, this study result will be discussed with the teachers of the same
school. Through the discussion, they can find out easy ways to improve the achievement
motivation level of both the groups, especially for the teenagers of employed migrated mothers.
Teachers can pay more attention and care towards those children. They can implement
behavioural changes or can make their classroom environment as child-friendly. The tool Deo
– Mohan Achievement Motivation Scale, which has been used to measure the level of
Achievement Motivation, has revealed the 15 items which contribute to a student’s level of
Achievement Motivation. Teachers can focus on those 15 items one by one, in order to improve
the Achievement Motivation. It will be realistic to achieve with in particular time frame. Also,
this school authority can share the findings of this research with other neighbor schools. It will
be an eye-opener for each and everyone those who are related to the families of migrated
mothers, especially in the estate sector.

5.4 Recommendations
This research is just a warm-up study. Very few researches have been done in the estate sector
so far. This study will provoke more and more research works in the estate sector not only
regarding the mother’s migration but also in many other fields. This study has revealed that
there is a significant difference in achievement motivation among teenage children of
employed migrated mothers and teenage children living with both parents. The reason for the
difference could be varying. The researcher recommends doing more exploration on the
achievement motivation level of employed migrated mother’s children and also, to use a Tamil/
Sinhala proper translated and validated a questionnaire to measure any variables in future to
increase the reliability of the results.
Left-behind children of women migrant workers in Sri Lanka have many difficulties resulting
from the mothers’ absence. Those children’s strengths to face life’s challenges, comparatively,
seem minimal with children those who are living with both parents. As migration of Sri Lankan
women for overseas employment continues to decreases according to recent data, in order to
provide better future to the employed migrated mothers and also for their family members,
especially for their children an appropriate and tangible policy is required to ensure that
migration of women does not impact adversely on their left-behind children.
This study also suggests that migrant mothers before they leave the country or before deciding
to leave the country and also before leave them with caretakers they should consult the view of
their children as well (Early Childhood matters, 2005). This study has done in the school
atmosphere. Schools play a major role in support such vulnerable children of employed
migrated mothers (Bower, 2005). Sri Lankan schools also can implement some special
programs related to teenage children of employed migrated mothers. They can maintain special
records regarding the children of employed migrated mothers. Such as, records of attendance,
health conditions, educational performance, extracurricular activities and special problems
could be maintained as confidential documents.
To improve positive self-esteem in teenage children of employed migrated mothers, sports
activities, field trips, guided social service work, counselling, competitions etc. Teachers are
the main role model or their only close related person in teenage children of employed migrated
mothers. Schools can identify the teachers those who can build up a good rapport with these
teenage children of employed migrated mothers. They can talk to them freely and also; they
can guide them with responsibility. Schools also can educate the caretakers, especially the male
spouse about the need of these children and help them to adopt strategies to provide quality
childcare. There is a better future for every child of every mother those who love their children
unconditionally.
This study also recommends the government to create educational programs to suit the children
of migrant mothers. They also can organize seminars for mothers who are planning to migrant
before their departure regarding childcare arrangements, caretakers, how to educate children
and how to balance their earning and expenditure. Teachers’ relationship with those children
of employed migrated mothers is really important. For that government could organize
workshops for teachers, Teacher Educators, Educational Officers and Principals about the
existing problems in relation to children of employed migrant mothers.

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Appendix A: PERMISSION LETTER FROM AQUINAS COLLEGE OF

HIGHER STUDIES
Appendix B: DEMOGRAPHIC QUESTIONNAIRE - ENGLISH

Demographic questionnaire
Choose the suitable answer
01. Name: ___________________________________

02. Grade:
▪ 8
▪ 9
▪ 10
▪ 11
▪ 12 / 13
03. Division: A
B
04. Gender:
▪ Male
▪ Female
05. Age between 13-20 :
▪ Yes
▪ No
06. No of Siblings: Elder sister ____ Elder brother ____
Younger Sister: ____ Younger brother: ____
07. Child living with :
▪ Father
▪ Mother
▪ Both Father & Mother
▪ Blood relative ______________________
▪ Other care taker______________________
08. Father:
▪ Estate worker
▪ Work abroad
▪ Other worker ______________________
▪ Not working
09. Mother:
▪ House maker
▪ Estate worker
▪ Work abroad
▪ Other worker ______________________
10. If mother works abroad:
▪ Country : ___________________
▪ Period : ___________________
▪ Occupation : ___________________
Appendix C: DEMOGRAPHIC QUESTIONNAIRE - TAMIL

juTg;gbtk;
nghUj;jkhd tpilapid njupTnra;f
01. ngau;: ___________________________________
02. juk;:
▪ 8
▪ 9
▪ 10
▪ 11
▪ 12 / 13
03. gpupT: A
B
04. ghy;:
▪ Mz;
▪ ngz;
05. tanjy;iy 13-20 :
▪ Mk;
▪ ,y;iy
06. cld;gpwe;Njhu; vz;zpf;if: mf;fh ____ mz;zh ____
jq;if: ____ jk;gp: ____
07. ePu; tho;tJ :
▪ je;ijAld; kl;Lk;
▪ jhAld; kl;Lk;
▪ jha; je;ij ,UtUlDk;
▪ ,uj;j cwtpdUld; ______________________
▪ NtW ghJfhtyu; ______________________
08.je;ij :
▪ Njhl;lj; njhopyhsp
▪ ntspehl;by; Ntiy
▪ NtW Ntiy ______________________
▪ Ntiyaw;wtu;
09. jha;:
▪ FLk;gj; jiytp
▪ Njhl;lj; njhopyhsp
▪ ntspehl;by; Ntiy
▪ NtW Ntiy ______________________
10. jha; ntspehl;by; Ntiynra;gtuhapd;:
▪ ehL : ___________________
▪ fhyk; : ___________________
▪ nra;Ak; njhopy; : ___________________
Appendix D : INFORMED CONSENT FORM FOR SCHOOL AUTHORITIES/
PARENTS
Informed Consent Form for School Authorities/ Parents
Name of Researcher : Mr. Arul Mari Sam Paul
Name of Supervisor : Rev. Dr. Sunil Rupasinghe
Name of University : Aquinas University College
This Informed Consent Form has two parts:
Part 1: Information Sheet (to share information about the study with you)
Part 2: Certificate of Consent (for signatures if you agree that your child may participate)
Part 1: Information Sheet
1.1 Introduction
I am conducting a comparative study on the achievement motivation among children of
employed migrated mothers and children living with both parents in Kandy District - West
Hall. In conducting research with children consent is required from a source of authority. If
you agree to the participation of your child in this research, permission will be taken from
your child before the study commences.
My research attempts to bring a deeper understanding about achievement motivation among
children of employed migrated mothers and children living with both parents. Your child will
be given a questionnaire to assess their level of achievement motivation. Answering the
questionnaire will take approximately 40 minutes. It will be ensured that your child is not
asked to participate in the study during periods of teaching. The results from the
questionnaire will be recorded and analyzed using a computerized software program.

1.2 Voluntary Participation
All participants selected in this study are whose mother has been employed migrated and who
live with their both parents, which is the reason behind the choice of your child. All
participants are selected on a voluntary basis therefore you could choose if your child shall
participate in the study. If your child does not wish to answer some of the questions included
in the questionnaire, he/she may skip them and move on to the next question.
1.3 Confidentiality
The information collected from this research project will be kept confidential. Information
about your child that will be collected from the research questionnaires will be put away and
no-one but the researcher will be able to see it. Any information about your child will have a
number on it instead of his/her name. Only the researcher will know what his/her number is.
The results will be used only in the dissertation and will not be made available to the public.
1.4 Benefits and Risks
There are neither immediate and direct benefits nor risks of participating in the study. The
results will enable the researcher to highlight the importance of the variable, achievement
motivation in children. Perhaps it could prompt relevant authorities to develop strategies and
interventions to enhance their study skills to increase the amount achievement motivation
among children.
1.5 Further information/ Contact Information
You may choose not to have your child participate in this study and your child does not have
to take part in this research if she/he does not wish to do so. If you have any questions you
may ask me now or later, even after the study has started. If you wish to ask questions later,
You may contact the researcher via e-mail: [email protected]
Mobile No: 0775298340
This proposal has been reviewed and approved by the review board of Aquinas University
College which is a committee whose task it is to make sure that research participants are
protected from harm.
Part 2: Certificate of Consent
Certificate of Consent
I have been asked to give consent for my daughter/son to participate in this research study
which will involve her completing the questionnaire. I have read the foregoing information,
or it has been read to me. I have had the opportunity to ask questions about it and any
questions that I have asked have been answered to my satisfaction. I consent voluntarily for
my child to participate as a participant in this study.
Name of School Authority or Parent : ___________________________
Signature of School Authority or Parent : ___________________________
Date : ___________________________
Appendix E: INFORMED CONSENT FORM FOR SCHOOL AUTHORITIES/
PARENTS - TAMIL
jfty; njhlu;G xg;Gjy; gbtk; - ghlrhiy epu;thfk;/ ngw;Nwhu;/ ghJfhtyu;
Ma;thsupd; ngau;: jpU. mUs;kup Nrk; Nghy;
Nkw;ghu;itahsupd; ngau;: mUl;je;ij. lhf;lu;. Rdpy; &grpq;`
gy;fiyf;fofj;jpd; ngau;: mf;itdh]; gy;fiyf;fof fy;Y}up
jfty; njhlu;G xg;Gjy; gbtk; ,uz;L gFjpfis nfhz;lJ.
gFjp 1: jfty; gbtk; (Ma;T gw;wpa jfty;fis cq;fSld; gfpu;e;J nfhs;s)
gFjp 2: xg;Gjy; rhd;wpjo; (Ma;tpy; cq;fs; gps;is gq;Fngw rk;kjkspf;Fk;
ifnaOj;ijg; ngw)
gFjp 1: jfty; gbtk;
1.1 mwpKfk;
ehd; fz;b khtl;l nt];l;N`hy; ngUe;Njhl;lg;gpupitr; Nru;e;j jha; ntspehL

nrd;w gps;isfspdJk; jha;> je;ij ,UtUlDk;; cs;s gps;isfspdJk; rhjid
Cf;Ftpg;G gw;wpa Xu; xg;gPl;L Ma;tpid Nkw;nfhs;fpNwd;. Ma;tpid njhlu
mjpfhug;G+u;t xg;Gjy; Njitg;gLfpwJ. cq;fs; gps;isAk; ,t; Ma;tpy; fye;Jf;
nfhs;s xg;Gjy; mspg;gPu;fshdhy;> Ma;it njhlq;F Kd; cq;fs;
gps;isaplkpUe;Jk; mDkjp ngwg;gLk;.
vdJ Ma;thdJ jha; ntspehL nrd;w gps;isfspdJk; jha;> je;ij ,UtUlDk;
cs;s gps;isfspdJk; rhjid Cf;Ftpg;G gw;wpa Xu; Mokhd mwpit
ntspf;nfhzu vLf;fg;gLk; Xu; Kaw;rpahFk;. cq;fs; gps;isf;F mz;zsthf 40
epkplq;fspy; tpilaspf;ff; $ba rhjid Cf;Ftpg;ig msf;f cjTk; Xu;
Nfs;tpg;gj;jpuk; toq;fg;gLk;. ghlrhiy ghlNtisapd; NghJ cq;fs; gps;is
mjpy; gq;Fgw;whjgb cWjpnra;ag;gLk;. Nfs;tpg;gj;jpuj;jpd; ngWNgWfs; gjpag;gl;L
fzpdp nkd;nghUs; epuy; nfhz;L gFg;gha;T nra;ag;gLk;.
1.2 jd;dhu;t gq;fspg;G
Nkw;gb Ma;tpy; gq;Fgw;Wk; gps;isfs; ahtUk; jha; ntspehl;by; Ntiy

nra;gtuhAk;> jha; je;ij ,UtUld; trpg;gtuhAk; ,Uf;fNtz;baikahNy
cq;fs; gps;isAk; njupTnra;ag;gl;Ls;shu;. gq;Fgw;WNthu; midtUk; Rakhf
Kd;tu Ntz;bajhy; cq;fs; gps;isAk; ,t; Ma;tpy; gq;F nfhs;tij ePq;fNs

njupTnra;ayhk;. Nfs;tpgj;jpuj;jpYs;s VNjDk; tpdhTf;F tpilaspf;f cq;fs;
gps;isf;F tpUg;gkpy;iyNay; mt;tpdhit jtpu;j;J Vidatw;wpw;F tpilaspf;f
KbAk;.
1.3 ,ufrpaj;jd;ik
,t; Ma;twpf;ifapd; %yk; ngwg;gl;l midj;J jfty;fSk; ,ufrpakhfg;

Ngzg;gLk;. Nfs;tpg;gj;jpuj;jpd; %yk; ngwg;gLk; cq;fs; gps;isapd; jfty;fs;
midj;Jk; kiwj;J itf;fg;gLk; Ma;thsUf;F kl;LNk mij ghu;itapl>
ifahs mDkjpaspf;fg;gLk;. cq;fs; gps;is njhlu;ghd vy;yhj; jftYk;
gps;isapd; ngaUf;F khw;whf toq;fg;gLk; Xu; FwpaPl;L ,yf;fj;jpdhNyNa
Ngzg;gLk;. Ma;thsu; kl;Nk gps;isapd; ngaUf;Fupa FwpaPl;L ,yf;fj;ij
mwpthu;. Ma;tpd; ngWNgW mJgw;wpa tpsf;fTiuapd; NghJ kl;LNk
gad;gLj;jg;gLk; mij jtpu vf;fhuzq;nfhz;Lk; nghJkf;fspd; iffSf;F
fpilf;fr; nra;ag;glkhl;lhJ.
1.4 gad;fSk; mghaq;fSk;
,t; Ma;tpy; gq;Fnfhs;tjhy; cldb my;yJ Neub gad;fNsh mghaq;fNsh

fpilahJ. ,jd; ngWNgW Ma;thsUf;F gps;isfspd; rhjid Cf;Ftpg;G vDk;
khwp njhlu;ghd jftiy ngwr;nra;Ak;. kl;Lky;yhJ mjd; ngWNgW Fwpj;j
mjpfhupfhupfSf;F gps;isfspd; rhjid Cf;Ftpg;ig mjpfupf;f Njitahd
cj;jpfs; kw;Wk; jiyaPLfs; vd;gtw;iw Nkk;gLj;j cjtpahapUf;Fk;.
1.5 Nkyjpf jfty;fs; kw;Wk; njhlu;Gfs;
ePq;fs; cq;fs; gps;is ,t; Ma;tpy; gq;Fnfhs;shjpUg;gij njupT nra;jhNyh

my;yJ cq;fs; gps;is ,t; Ma;tpy; gq;Fnfhs;s tpUg;gk; ,y;yhtpl;lhNyh
gq;Fnfhs;sj; Njitapy;iy. ,t; Ma;T njhlu;ghf ve;jnthU re;Njfk;
,Ug;gpDk; Ma;it Muk;gpj;j gpd;duhdhYk; vg;NghJ Ntz;LkhdhYk; Nfl;fyhk;.
Ma;thsiu mZfNtz;ba kpd;dQ;ry;: [email protected]
ifj;njhiyg;Ngrp ,yf;fk;: 0775298340
,e;j Ma;T Kd;nkhopthdJ jpwdha;T nra;ag;gl;L mf;itdh]; gy;fiyf;fof

fy;Y}upapd; kjpg;gha;Tf; FOtpduhy; xg;Gjy; toq;fg;gl;lJ. Ma;tpy;
gq;Fgw;WNthupd; ghJfhg;ig cWjpg;gLj;JtNj mf;FOtpd; gpujhd gzpahFk;.
gFjp 2: xg;Gjy; rhd;wpjo;
xg;Gjy; rhd;wpjo;
vdJ kfs; / kfd; ,t; Ma;tpy; gq;Fgw;wp toq;fg;gLk; Nfs;tpg;gj;jpuj;ij epug;g
xg;Gjy; toq;ff; Nfl;fg;gl;bUe;Njd;. Nkw;gb jfty;fs; midj;ijAk; thrpj;Njd; /
vdf;F thrpf;fg;gl;lJ. re;Njfq;fis njspTg;gLj;jpf; nfhs;s re;ju;g;gk;
toq;fg;gl;lJ NkYk; vdJ re;Njfq;fSf;F jpUg;jpfukhf gjpyspf;fg;gl;lJ. vdNt
vdJ gps;is ,t; Ma;tpy; gq;F nfhs;s ehd; Rakhf KO xg;Gjy;
mspf;fpd;Nwd;.
ghlrhiy epu;thfk; / ngw;Nwhu; / ghJfhtyu; ngau;: __________________________
ghlrhiy epu;thfk; / ngw;Nwhu; / ghJfhtyu; ifnahg;gk;: _____________________
jpfjp: ________________
Appendix F: INFORMED ASSENT FORM FOR CHILDREN/ MINORS
Informed Assent Form for Children/ Minors
Name of Researcher : Mr. Arul Mari Sam Paul
Name of Supervisor : Rev. Dr. Sunil Rupasinghe
Name of University : Aquinas University College
This Informed Consent Form has two parts:
Part 1: Information Sheet (gives you information about the study)
Part 2: Certificate of Assent (this is where you sign if you agree to participate)
Part 1: Information Sheet
1.1 Introduction: My name is A. Sam Paul and I am doing a research on achievement
motivation among children of employed migrated mothers and children living with both
parents in Kandy District - West Hall estate.
I am going to give you information and invite you to be part of a research study. You can
choose whether or not you want to participate. We have discussed this research with your
parent(s)/guardian and they know that we are also asking you for your agreement. If you are
going to participate in the research, your parent(s)/guardian also have to agree. But if you do
not wish to take part in the research, you do not have to, even if your parents have agreed. You
may discuss anything in this form with your parents or friends or anyone else you feel
comfortable talking to. You can decide whether to participate or not after you have talked it
over. You do not have to decide immediately. There may be some words you don't understand
or things that you want me to explain more about because you are interested or concerned.
Please ask me to stop at any time and I will take time to explain.
1.2 Purpose: my research attempts to bring a deeper understanding about achievement
motivation among children of employed migrated mothers and children living with both
parents.
1.3 Choice of participants: This research will be done with the children of migrated mothers
and children living with both parents of age 13 - 18 from grade 8-13.
1.4 Participation is voluntary: You don't have to be in this research if you don't want to be.
It’s up to you. If you decide not to be in the research, it is okay and nothing changes. This is
still your school, everything stays the same as before. Even if you say "yes" now, you can
change your mind later and it’s still okay. If anything changes and we want you to stay in the
research study even if you want to stop, we will talk to you first.
1.5 Procedures: A questionnaire will be given to assess the level of achievement motivation.
Answering the questionnaire will take approximately 40 minutes during any free period with
the supervision of researcher.
1.6 Benefits & Risks: There are neither immediate and direct benefits nor risks of
participating in the study. The results will enable the researcher to highlight the importance of
the variable, achievement motivation in children. Perhaps it could prompt relevant authorities
to develop strategies and interventions to enhance their study skills to increase the amount
achievement motivation among children.
1.7 Confidentiality: The information collected from this research project will be kept
confidential. Information about you will be collected from the research questionnaires will be
put away and no-one but the researcher will be able to see it. Any information about you will
have a number on it instead of your name. Only the researcher will know what the number is.
The results will be used only in the dissertation and will not be made available to the public.
1.8 Contact information: If you have any questions you may ask me now or later, even after
the study has started. If you wish to ask questions later,
You may contact the researcher via e-mail: [email protected]
Mobile No: 0775298340
Part 2: Certificate of Assent
2.1 Certificate of Assent
I (Master/ Miss) ________________________________have read this information or had the
information read to me. I have had my questions answered and know that I can ask questions
later if I have them. I agree / disagree to take part in the research and I have /have not signed
the assent below.
Name of child ___________________
Signature of child: ____________________
Date:________________
2.2 Statement by the researcher/person taking Assent
I have accurately read or witnessed the accurate reading of the assent form to the potential
participant, and the individual has had the opportunity to ask questions. I confirm that the
individual has given assent freely.
Name of researcher: Mr. A. M. Sam Paul
Signature of researcher___________________
Date__________________
Appendix G: INFORMED ASSENT FORM FOR CHILDREN/ MINORS - TAMIL
jfty; njhlu;G xg;Gjy; gbtk; - gps;isfs; / rpwhu;fs;
Ma;thsupd; ngau;: jpU. mUs;kup Nrk; Nghy;
Nkw;ghu;itahsupd; ngau;: mUl;je;ij. lhf;lu;. Rdpy; &grpq;`
gy;fiyf;fofj;jpd; ngau;: mf;itdh]; gy;fiyf;fof fy;Y}up
jfty; njhlu;G xg;Gjy; gbtk; ,uz;L gFjpfis nfhz;lJ.
gFjp 1: jfty; gbtk; (Ma;T gw;wpa jfty;fis cq;fSld; gfpu;e;J nfhs;s)
gFjp 2: xg;Gjy; rhd;wpjo; (Ma;tpy; ePq;fs; gq;Fngw rk;kjkspf;Fk;
ifnaOj;ijg;ngw)
gFjp 1: jfty; gbtk;
1.1 mwpKfk;: ehd; fz;b khtl;l nt];lN

; `hy; ngUe;Njhl;lg;gpupitr; Nru;e;j jha;
ntspehL nrd;w gps;isfspdJk; jha;> je;ij ,UtUlDk;; cs;s
gps;isfspdJk; rhjid Cf;Ftpg;G gw;wpa Xu; xg;gPl;L Ma;tpid
Nkw;nfhs;fpNwd;. vdJ Ma;tpy; ePq;fs; gq;Fnfhs;s Njitahd jfty;fis

,j;jhs; toq;f cs;Nsd;. gq;Fgw;WtJ my;yJ gq;Fgw;whjpUg;gJ cq;fs;
njupNt. Ma;itg; gw;wp Vw;fdNt cq;fs; ngw;Nwhh;/ ghJfhtyuplk; fye;Jiuahb
mDkjp ngw;Wtpl;Nlhk;. ,Ug;gpDk; cq;fs; tpUg;gj;ij ngWtJk; Kf;fpak;.
cq;fSf;F tpUg;gkpy;yhtpby; ngw;Nwhu; mDkjpaspj;jpUe;jhYk; ePq;fs;
gq;Fnfhs;sj; Njitapy;iy. gq;Fnfhs;tJgw;wp cldb jPu;khdk; vLf;fhky;
,Jgw;wp cq;fs; ngw;NwhUlDk; ez;gu;fSlDk; NtW ahUlDk; jaf;fkpd;wp
fijj;J KbntLf;fyhk;. gbtj;jpy; VNjDk; nrhw;fs; / thf;fpaq;fs;
Gupe;Jnfhs;s fbdkhfNth my;yJ Nkyjpf tpsf;fk; Njitg;gl;lhNyh

jaf;fkpd;wp Nfl;fyhk;. Nghjpa tpsf;fkspf;fg;gLk;.
1.2 Nehf;fk;: vdJ Ma;thdJ jha; ntspehL nrd;w gps;isfspdJk; jha;> je;ij
,UtUlDk; cs;s gps;isfspdJk; rhjid Cf;Ftpg;G gw;wpa Xu; Mokhd
mwpit ntspf;nfhzu vLf;fg;gLk; Xu; Kaw;rpahFk;.
1.3 gq;FgWeupd; njupT: ,t; Ma;T jha; ntspehL nrd;w kw;Wk; jha;> je;ij
,UtUlDk; thOk; taJ 13-18 f;F cl;gl;l juk; 8-13 ,y; fy;tp gapYk;
gps;isfis gw;wpaNjahFk;.
1.4 jd;dhu;t gq;fspg;G: ckf;F tpUg;gkpy;yhtpby; Ma;tpy; gq;Fgw Njitapy;iy.
njupT cq;fSilaNj. ,g;NghJ gq;Fngw tpUg;gk; njuptpj;J gpwF
kdk;khwpdhYk; guthapy;iy. ckJ gq;Fgw;wy; mtrpak; Njitnadpd; mJgw;wp
ck;kplk; fye;Jiuahlg;gLk;.
1.5 nray;Kiw: cq;fsplk; mz;zsthf 40 epkplq;fspy; tpilaspf;ff; $ba

rhjid Cf;Ftpg;ig msf;f cjTk; Xu; Nfs;tpg;gj;jpuk; toq;fg;gLk;. ghlrhiy
ghlNtisapd; NghJ ePq;fs; mjpy; gq;Fgw;whjgb cWjpnra;ag;gLk;.
1.6 gad;fSk; mghaq;fSk;: ,t; Ma;tpy; gq;Fnfhs;tjhy; cldb my;yJ Neub
gad;fNsh mghaq;fNsh fpilahJ. ,jd; ngWNgW Ma;thsUf;F gps;isfspd;
rhjid Cf;Ftpg;G vDk; khwp njhlu;ghd jftiy ngwr;nra;Ak;. kl;Lky;yhJ
mjd; ngWNgW Fwpj;j mjpfhupfhupfSf;F gps;isfspd; rhjid Cf;Ftpg;ig
mjpfupf;f Njitahd cj;jpfs; kw;Wk; jiyaPLfs; vd;gtw;iw Nkk;gLj;j
cjtpahapUf;Fk;.
1.7 ,ufrpaj;jd;ik: ,t; Ma;twpf;ifapd; %yk; ngwg;gl;l midj;J jfty;fSk;
,ufrpakhfg; Ngzg;gLk;. Nfs;tpg;gj;jpuj;jpd; %yk; ngwg;gLk; cq;fs; jfty;fs;
midj;Jk; kiwj;J itf;fg;gLk; Ma;thsUf;F kl;LNk mij ghu;itapl>
ifahs mDkjpaspf;fg;gLk;. cq;fsJ vy;yhj; jftYk; cq;fs; ngaUf;F
khw;whf toq;fg;gLk; Xu; FwpaPl;L ,yf;fj;jpdhNyNa Ngzg;gLk;. Ma;thsu; kl;Nk
ngaUf;Fupa FwpaPl;L ,yf;fj;ij mwpthu;. Ma;tpd; ngWNgW mJgw;wpa
tpsf;fTiuapd; NghJ kl;LNk gad;gLj;jg;gLk; mij jtpu vf;fhuzq;nfhz;Lk;
nghJkf;fspd; iffSf;F fpilf;fr; nra;ag;glkhl;lhJ.
1.8 jfty; njhlu;GfSf;F: ,t; Ma;T njhlu;ghf ve;jnthU re;Njfk; ,Ug;gpDk;
Ma;it Muk;gpj;j gpd;duhdhYk; vg;NghJ Ntz;LkhdhYk; Nfl;fyhk;.

Ma;thsiu mZfNtz;ba kpd;dQ;ry;: [email protected]
ifj;njhiyg;Ngrp ,yf;fk;: 0775298340
gFjp 2: xg;Gjy; rhd;wpjo;
2.1 xg;Gjy; rhd;wpjo;
ehd; (nry;td;/ nry;tp) ________________________________ Nkw;gb jfty;fis
thrpj;Njd; / vdf;F thrpf;fg;gl;lJ. vdJ re;Njfq;fSf;F njsptha;
tpilaspf;fg;gl;lJ. Njitg;gl;lhy; gpwFk; re;Njfq;fis njspTg;gLj;jpf;
nfhs;syhk; vd mwpTWj;jg;gl;lJ. ehd; ,t; Ma;tpy; gq;Fnfhs;s tpUg;gk; /
tpUg;gkpy;iy vd;gij ifnahg;gk; ,l;L / ,lhky; njuptpj;Jf; nfhs;fpNwd;.
gps;isapd; ngau;: _______________________________
gps;isapd; ifnahg;gk;: __________________________
jpfjp: _____________________
2.2 Ma;thsu; / xg;gjiy ngWeupd; mwpf;if
ehd; xg;Gjy; rhd;wpjio njspthf thrpj;Njd; / Fwpj;j gq;Nfw;ghsupdhy; njsptha;
thrpf;f fz;Nld;. NkYk; gq;Nfw;ghsu; re;Njfq;fis njspTg;gLj;jpf; nfhs;s
re;ju;g;gk; toq;fg;gl;lJ. gq;Nfw;ghsu; KO tpUg;gj;JlDk; vJtpj fl;lhaKkpd;wp
jdJ xg;Gjiy toq;fpdhu; vd cWjpaspf;fpNwd;.
Ma;thsu; : jpU. m. Nrk; Nghy;
Ma;thsupd; xg;gk;: _____________________
jpfjp: _________________
Appendix H: DEO-MOHAN ACHIEVEMENT MOTIVATION (n-Ach) SCALE
DEO-MOHAN: ACHIEVEMENT MOTIVATION (n-Ach) SCALE (DMAMS)
No. Statements Always Frequently Sometimes Rarely Never
01. I shall be most pleased if I have to miss the

classes for some days:
02. I pay full attention to the work in the class.
03. I mind much if I reach late in the class.
04. I love to read more and more to find

unknown regions of knowledge.
05. I love to have a personal library, not
counting text-books.
06. I set standards for myself and then strive to
achieve them.
07. I wish to specialize and become too most in
the field of my liking.
08. I like to experiment and create new things
and surprise people.
09. I work hard for hours together to be
successful in whatever I undertake.
10. I have a tendency to find solutions of
problems and puzzles other people fail at.
11. I aspire to get excellent results in all
academic competitions.
12. I am ready to leave the job half done and try
a new one.
13. I get nervous in the examination if one or
two questions are not from the syllabus.
14. I prefer to go to a party rather than prepare
for an examination next week.
On getting low marks, I feel disappointed
15. and determine to work hard to do better next
time.
16. I think I find my lessons meaningful and
interesting.
17. While studying, my mind wonders off the
lesson and I get lost in imagination.
18. I think it is better to gossip away in the

canteen than to attend the classes.
When the teacher is reaching, I like to read
19. stories/novels/comics or make cartoons in
the class.
20. The school/college haunts me and I want to
leave it at the very first opportunity.
21. It irritates me a lot if I have to stay late in
the school / college for some lectures.
22. I want to go to college/university because
there is plenty of opportunity to enjoy life.
23. I think studies, sports and other activities
can go together.
24. I agree that the present course of my study
will help making my future life a success.
25. I feel very much frustrated if I do not get a
chance to compete in the field of my choice.
26. I regularly take dawn notes in the class and
complete my assignments.
In plan to study carefully all the year round
27. in an effort to get good marks in all the
subjects in all the tests.
28. I believe in work first and play later.
29. I do a lot of preparation at home for the next

day’s work in the class.
I like to ask questions regarding every
30. information given in tables and charts in the
books rather than leave them as such and
read further.
31. I think my teachers are competent in their
work.
32. I like to create nuisance in the class and
annoy the teacher.
33. I try my utmost to please my teacher
through work and not through flattery.
34. My friends consider me dull and shirker.
35. It is true that my teachers think of me as a

sincere and hardworking student.
I feel hurt if others (parents, teachers and
36. friends) criticise me and I try to improve
upon my weaknesses.
My parents advise me to take life easy and

37. never bother too much for studies or for
future life.
38. I wish to carry my mission forward inspite
of facing a lot of criticism.
39. I think of life to be an intellectual challenge.
40. I am interested in organizing the activities

of a group team/class/committee.
41. I try to get associated with top most person
in the field of my choice.
42. I love to have some adventure in my leisure
hour.
43. I would like to watch a surgical operation
being performed.
44. I like to compete in dramatics.
45. I think of dancing and music to be good

hobbies for students.
46. I have a strong desire to be a champion in
games/sports/athletics.
I have tried to get in the sports team of my
47. school/college, to represent my team in
other states or countries.
48. I believe sports develop initiative,
leadership and discipline.
49. Hill climbing and mountaineering are a
welcome challenge I could like to take.
On a holiday, I prefer going for cycling,
50. swimming or boating to sitting at home
without much work.
Appendix I: DEO-MOHAN ACHIEVEMENT MOTIVATION (n-Ach) SCALE
- TAMIL
DEO-MOHAN : சாதனை ஊக் குவிப் பு (n-Ach)அளவீடு (DMAMS)


Achievement Motivation Among Teenage Children of Employed Migrated Mothers and Children Living With Both Parents in Kandy District West Hall Estate A Comparative Study

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Achievement Motivation Among Teenage Children of Employed Migrated Mothers and Children Living With Both Parents in Kandy District West Hall Estate A Comparative Study

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Running head: ACHIEVEMENT MOTIVATION IN TEENAGE CHILDREN i

ACHIEVEMENT MOTIVATION AMONG TEENAGE CHILDREN OF

EMPLOYED MIGRATED MOTHERS AND CHILDREN LIVING WITH

BOTH PARENTS IN KANDY DISTRICT– WEST HALL ESTATE:

In partial fulfillment of the requirements for the award

Bachelor of Science in Psychology and Counselling (BSc.)

Aquinas College of Higher Studies,

Colombo, Sri Lanka

Signature of the candidate Date

Academic Advisor’s Declaration

Signature of the Academic Advisor Date

I can do all things through Christ who strengthens me (Phill 4:13)

extremely grateful for what he has offered me.

Head of Department of Psychology, Aquinas College of Higher Studies.

I am extending my thanks to my dearest parents, I am extremely grateful to them for their

To every soul that loves their children unconditionally

This research is a comparative research study. A study on Achievement Motivation among

a significant difference between Achievement Motivation among teenage children of employed

a qualitative approach to further understand factors contributing to achievement motivation,

especially in the teenage children of employed migrated mothers.

Key words: Achievement Motivation, Teenage Children, Migrated mothers

6. List of Tables …………………………………………………………………………….viii

7. List of Figures ……………………………………………………………………………viii

8. Chapter 1: Introduction …………………………….………………………………………1

1.1: Background of the study………………………………………………………….1

1.2: Purpose of the research…………………………………………………………...6

1.3: Research Aim, Objectives and Hypothesis……………………………………….7

1.4: Definition of terms………………………………………………………………..8

9. Chapter 2: Review of Literature…………………………………………………………….9

10. Chapter 3: Research Methodology……………………………………………………….14

3.1: Details of the participants.……………………………………………………….14

3.2: Study Design…………………………………………………………………….14

3.3: Sample population ……………..……………………………………………......14

3.4: Inclusion/ Exclusion Criteria…………………………………………………….15

3.5: Tools of data collection………………………………………………………….15

3.6: Data Collection Procedure………………………………………………………18

3.7: Data Analysis……………………………………………………………………19

3.8: Ethical Consideration……………………………………………………………19

11. Chapter 4: Data analysis and Discussion of results………………………………………20

4.1 Demographic details ……………………………………………………………..20

4.2 Descriptive statistics ……………………………………………………………..22

4.3 Inferential statistics ………………………………………………………………26

12. Chapter 5: Summary and Conclusion………………………………………………….....27

5.1: Discussion of the findings……………………………………………………….27

Table 3.5.2 Description of cutoff scores and level of Achievement Motivation

Table 3.5.3 Description of 15 items of Achievement Motivation scale

Table 4.1.1 Demographic characteristics of the sample of group 1 (Teenage children of

employed migrated mothers)

with both parents)

Table 4.2.2 Description of Mean value of 15 items

and children living with both parents.

1.1 Background of the study

involvement and children’s educational development and subsequent fundamental academic

the “presence of mother” in children’s Achievement Motivation for their academic

a high level of Achievement Motivation exhibit certain characteristics.

education. Achievement Motivation can best be understood by examining the meanings of

“Achievement” and “Motivation” separately. Achievement typically stresses the importance of

situations Achievement Motivation is considered as an essential factor. Especially in the

(Spinath, Spinath, Harlaar, & Plomin, 2006).