Analyzing Elementary Students’ Learning Motivation Aspects and Their Literacy Achievement with Multilevel Linear Modeling

We explored how 6th grade students’ literacy achievement could be explained with relevant variables (school environments, gender, amotivation, external, introjected, identified, and intrinsic regulation). For the hierarchical linear modeling analyses, we used a national dataset of the Korean Longitudinal Educational Study (KELS) which includes 6971 cases from 242 elementary schools.