施正屏Shih, Chen-Ping唐婉玲Janell Roshea Dawson2019-08-282015-08-262019-08-282015http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060286021I%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/84799Motivation is one of the most commonly used instruments in predicting performance. The majority of the studies based on motivation tackle the issue of predicting job performance, while some of the studies are involved on more specific situations, such as academic performance or training performance. This study examined the relationship between motivation and academic performance of international students enrolled in universities throughout Taiwan who have take the Test of Chinese as a Second Language to determine whether motivation played a significant role in student achievement in this examination. Secondly to add information, insight, and close research gaps where Taiwan is concern and to offer both academic and practitioners additional insight in educational issues such as admissions to college or graduate programs. Motivation was assessed using the Academic Motivation Scale Questionnaire (AMS) comprised of the following seven motivation subscales: intrinsic motivation- to know, intrinsic motivation-towards accomplishment, intrinsic motivation- to experience stimulus, extrinsic motivation- identified regulation, extrinsic motivation-introjected regulation, extrinsic motivation-external regulation and Amotivation. Shih and Dawson developed two models. The MAP model, developed by Shih and Dawson tested motivation and academic performance with a sample of 200. Results show that there is a moderate correlation among the independent variable of Motivation and the dependent variable of academic performance as seen from the SEM pathway.Motivation is one of the most commonly used instruments in predicting performance. The majority of the studies based on motivation tackle the issue of predicting job performance, while some of the studies are involved on more specific situations, such as academic performance or training performance. This study examined the relationship between motivation and academic performance of international students enrolled in universities throughout Taiwan who have take the Test of Chinese as a Second Language to determine whether motivation played a significant role in student achievement in this examination. Secondly to add information, insight, and close research gaps where Taiwan is concern and to offer both academic and practitioners additional insight in educational issues such as admissions to college or graduate programs. Motivation was assessed using the Academic Motivation Scale Questionnaire (AMS) comprised of the following seven motivation subscales: intrinsic motivation- to know, intrinsic motivation-towards accomplishment, intrinsic motivation- to experience stimulus, extrinsic motivation- identified regulation, extrinsic motivation-introjected regulation, extrinsic motivation-external regulation and Amotivation. Shih and Dawson developed two models. The MAP model, developed by Shih and Dawson tested motivation and academic performance with a sample of 200. Results show that there is a moderate correlation among the independent variable of Motivation and the dependent variable of academic performance as seen from the SEM pathway.Academic PerformanceMotivationAcademic Motivation ScaleTest of Chinese as a Foreign LanguageAcademic PerformanceMotivationAcademic Motivation ScaleTest of Chinese as a Foreign Language