2.

Literature Review

2.1

Achievement

An achievement is similar to an accomplishment. As World Dictionary report about achievement that some thing accomplished, especially by superior ability, special effort, great courage; a great or heroic deed. Achievement is a process by which information is obtained relative to some known objective or goal. Achievement is a broad term that includes testing. A test is a special form of assessment. Tests are assessments made under contrived circumstances especially so that they may be administered. In other words, all tests are Achievement but not all assessments are tests. We test at the end of a lesson or unit. We assess progress at the end of a school year through testing, and we assess verbal and quantitative skills through such instruments as the Grade V, Grade VIII, Secondary, Intermediate, Graduate, Post Graduate, NAT and GRE etc. Whether implicit or explicit, assessment is most usefully connected to some goal or objective for which the Achievement is designed. A test or Achievement yields information relative to an objective or goal. In that sense, we test or assess to determine whether or not an objective or goal has been obtained. Achievement of skill attainment is rather straightforward. Either the skill exists at some acceptable level or it doesnt. Skills are readily demonstrable. Achievement of understanding is much more difficult and complex. Skills can be practiced; understandings cannot. We can assess a persons knowledge in a variety of ways, but there is always a leap, an inference that we make about what a person does in relation to what it signifies about what he knows. In the section on this site on behavioral verbs, to assess means To stipulate the conditions by which the behavior specified in an objective may be ascertained. Such stipulations are usually in the form of written descriptions. Achievement is perhaps the most complex and least understood of the terms. Inherent in the idea of Achievement is "value." When we achieve, what we are doing is engaging in some process that is designed to provide information that will help us make a judgment about a given situation. Generally, any Achievement process requires information about the situation in question. A situation is an umbrella term that takes into account such ideas as objectives, goals, standards, procedures, and so on. When we Achieve, we are saying that the process will yield information regarding the worthiness, appropriateness,

goodness, validity, legality, etc., of something for which a reliable measurement or assessment has been made. Every time, every person achieves some thing in every moments of life. This achievement can be slow or fast. Students join public or private educational institutions for achieving their desired disciplines. Their achievements can be fast or slow. In one class there may be more than 40 students. Every student learnt by same teacher, in same academic class and also same school learning environment. Then the question arises that why a one student get the first position in the class and entitled as High Achiever or Topper in the class. Students develop confidence in many ways, and those who are confident about their skills are more likely to engage in a variety of activities. The perceptions students have about their skills influence the types of activities they select, how much they challenge themselves at those activities, and the persistence they exhibit once they are involved in the activities (Ames, 1990; Bandura, 1977, 1986; Schunk, 1981, 1994). The High Achiever is one who accepts all the challenges during achieving the skills and ranked at first position in the group or class. As Achievement is describe in above paragraph that complete accomplishment of any task with desired objectives is called achievement. 2.2 Academic Achievement An academic achievement is something you do or achieve at school, college or university - in class, in a laboratory, library or fieldwork. It does not include sports or other co-curricular actives. But a number of researchers are in favor that Academic achievement can be defined as excellence in all academic disciplines, in class as well as extracurricular activities. It includes excellence in sporting, behavior, confidence, communication skills, punctuality, assertiveness, Arts, and Culture. So, it can be said that Academic achievement is all about what students can actually do when they have finished a course of study. Academic achievement means the perception of all academic lessons. When a student attains all the desire academic lessons, its mean that the desired academic objectives have been achieved.

Academic achievement or performance is the outcome of education. The extent to which a student, teacher or institution has achieved their educational goals. Academic achievement is commonly measured by examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects are most important procedural knowledge such as skills or declarative knowledge. Academic achievement refers to any measure of a student's progress in a scholastic setting or in an academically related subject area. Academic achievement is usually measured by a student's subject test scores, course grades, standardized test scores, or matriculation through school. The body of research related to academic achievement is significant. Numerous research studies use some measure called academic achievement. Academic achievement has been studied since the early days of psychology. Such notable psychologists as James, Lewin, Festinger, and McClelland have all made important early contributions to the study of academic achievement. Researchers use many different types of behaviors and measures to quantify academic achievement. Most studies use these measures to determine how some intervention, teaching technique, student condition, or learning situation affects achievement. Test scores and course grades are the most typically used measures of academic achievement. Often test scores result from assessments given during the course (e.g., a midterm or final exam grade), but test scores can also stem from standardized tests. Qualitative research in academic achievement utilizes interviews and alternative assessment techniques (e.g., portfolios, journal responses, etc.). These qualitative measures attempt to reveal aspects of academic achievement that may not be apparent... In todays highly competitive times, education plays a critical role in the personal development of children. Research studies indicate that parents can exert optimal influence on their childrens learning process- - - leading to high academic achievement, overall better performance and academic success at school. To promote effective learning in children, several factors come into play. Students class room, school learning environment, teachers attitude to students, students personality, students observation ability, students family factors, parents involvement, parents socio-economic, students home

environment all others high valued factors may influence on the students academic achievement. 2.3 Parental and Family involvement It is an indisputable fact that parents can play a dynamic role in their childrens lives. It is they who can positively impact their childs learning process and promote effective learning experiences through their personal involvement. By spending quality time with their children, engaging in learning activities at home, maintaining a good rapport with teachers at school, and by setting high expectations and standards, parents can significantly impact their childs learning and contribute to their achievement. It is every parent's desire to ensure that their children perform well in school so that they can pursue a successful career later in life. Every child is different and there will always be some who learn at a much quicker pace than others. Family background is key to students life and outside of school, is the most important influence on student learning and includes factors such as socioeconomic status, two-parent versus single-parent households, divorce, parenting practices and aspirations, maternal characteristics, family size, and neighborhood (Majoribanks 1996). The environment at home is a primary socialization agent and influences a childs interest in school and aspirations for the future. It is an indisputable fact that parents can play a dynamic role in their childrens lives. It is they who can positively impact their childs learning process and promote effective learning experiences through their personal involvement. By spending quality time with their children, engaging in learning activities at home, maintaining a good rapport with teachers at school, and by setting high expectations and standards, parents can significantly impact their childs learning and contribute to their achievement Henderson reviewed 66 studies involving parent involvement and student achievement and found that, when parents are involved in their children's education at home they do better in school. When parents are involved at school, their children go farther in school and the schools they go to are better. Using data from a nationally representative sample of 21,814 students and their parents participating in the National Education Longitudinal Study (2),

Keith, et. al., concluded that "parental involvement has a powerful effect on eighth graders' achievement" and that although its effect was slightly stronger in math and social studies, it was a powerful influence on student success in all subject areas. Several studies have found that parents play a key role in shaping students aspirations and achievement (Beyer, 1995; Eccles & Harold, 1993; Hossler, Schmit, & Vesper, 1999; Hossler & Stage, 1992; Paulson, 1996). Family factors such as parents level of education and parental support and expectations for their children seem to exert some influence on adolescents achievement motivation (Beyer, 1995). According to Hossler and Stage (1992), there is a positive relationship between the level of parental education and adolescents predisposition to enroll in postsecondary institutions. Beyer (1995) further indicated that maternal education has positive effect on an adolescents likelihood of seeking employment. The relationship between parents level of education and childrens achievement motivation may exist because more educated parents might be more involved in their childrens education than less educated parents. Paulson indicated that parental involvement has a positive effect in adolescent achievement (1996). Then, if more educated parents tend to be more involved in their childrens education, it is not surprising that their children have higher achievement motivation. According to Eccles and Harold, parental involvement in schools also plays a critical role in their childrens academic achievement and socio emotional development (1993). Parental involvement in childrens education relates positively to achievement motivation and childrens perceptions of competence (Beyer, 1995; Paulson & Marchant, 1998). Beyer (1995) indicated that parental academic encouragement fosters childrens cognitive development, grades, scores on standardized tests, and educational aspirations. Parental expectations and support also seem to be related to predisposition toward secondary education. According to Beyer, parents educational aspirations for and expectations of their childrens academic performance positively correlate with childrens grades, IQ scores, educational aspirations, achievement motivation, and eventual educational attainment (1995). Beyer further indicated that parental academic encouragement fosters childrens cognitive development, grades, scores on standardized tests, and educational

aspirations, and that parents realistic expectations relate to childrens achievement more than extremely low or high expectations (Beyer, 1995). Walberg (4:399) concluded from an analysis of over 2,500 studies on learning that an academically stimulating home environment is one of the chief determinants of learning. From these studies, Walberg selected 29 which were conducted during the last decade. He found commonalities which he called a "curriculum of the home" (4:400) which has an average effect on achievement that is twice as large as family socioeconomic status (SES). This curriculum includes informed parent-child conversations about everyday events, encouragement and discussion of leisure reading, monitoring and joint analysis of televiewing, deferral of immediate gratification to achieve longrange goals, expressions of affection, and interest in children's academic and personal growth. 2.3.1 Parental/Family Socio-economic Status

Yvonne Beaumont Walters, kola soyibo,(1998) further elaborated that student performance is very much dependent on socio economic back ground as per their statement, High school students level of performance is with statistically significant differences, linked to their gender, grade level, school location, school type, student type and socio-economic background SEB). Sattes from a review of 30 studies on the connection between family background and school achievement, concluded that parent involvement factors such as reading to children, having books available, taking trips, guiding TV watching, and providing stimulating experiences contribute to school achievement. "The fact that family socioeconomic status (SES) is related to school achievement doesn't mean that rich kids are born smarter. It means that, in more affluent families, children are more likely to be exposed to experiences that stimulate intellectual development." Now it is clear that parental socioeconomic status only stimulate the student to gain or achieve or increase their academically status. It doesnt help in learning process.

The socio-economic status of a child is most commonly determined by combining parents educational level, occupational status and income level (Jeynes 2002). Studies have repeatedly found that socio-economic status affects student outcomes (Bahardin and Luster 1998, Jeynes 2002, Eamon 2005, Majoribanks 1996 Hochschild 2003, McNeal 2001, Seyfried 1998). Student who have a low socio-economic status earn lower test scores and are more likely to drop out of school (Eamon 2005, Hochschild 2003). Low socioeconomic status students have been found to score about ten percent lower on the National Assessment of Educational Programs than higher socio-economic status students (Seyfried 1998). Socio-economic status has also been shown to override other educational influences such as parental involvement )McNeal 2001). It is believed that low socio-economic status negatively affects academic achievement because low socio-economic status parents access to vital resources and creates additional stress at home (Eamon 2005, Majoribanks 1996, Jeynes 2002). The economic hardships that are caused by low socio-economic status lead to disruptions in parenting, an increasing amount of family conflicts, and an increased likelihood of depression in parents and single-parent households )Eamon 2005). For these reasons socioeconomic status is closely tied to home environment and one could argue that socio-economic status dictates the quality of home life for children. Previous research has shown that children from single-parent households do not perform as well in school as children from to parent household (majoribanks 1006). There are several different explanation for this achievement gap. Single-parent households have less income and there is a lack of sport for the single-parent which increases stress and conflicts (maforibanks 1996). Single-parent often struggle with time management issues due to balancing many different areas of life on their own. Some research has also shown that single-parent are less involved with their children and therefore give less encouragement and have expectations of their children than two-parent household (maforibanks 1996) Divorce has also been found to negatively affect academic achievement (Jeynes 2002). William Jeynes (2002) found that students whose

parents had divorced were among those who scored lowest on standardized test. Possible explanation for this relationship are that divorced can cause a familys socio-economic status level to decrease and parental connections are harmed (Jeynes 2002, Majoribanks 1996). Research shows that sportive and attentive parenting positively affect academic achievement (Eamon 2005). In addition, high parent aspirations have been associated with increasing students interest in education (Majoribanks 2005). The effect of parental involvement in their childrens school has on academic achievement is less clear (Domina 2005). Parental involvement in school has been linked to both positive and negative influences on academic achievement (Domina 2005, McNeal 2001). Explanation for this discrepancy and that in some causes parents become involved after their child has already had academic difficulties (Domina 2005, McNeal 2001). Other recent research has found more conclusively that while parental involvement may not help academic scores, it does help prevent behavioral problems (Domina 2005). Maternal characteristics are an other key factor that affect academic achievement (Baharudin and Luster 1998, Eamon 2005, Majoribanks 1996). Mother who are more educated and have higher self-esteem have children who receive higher test scores (Baharudin and Luster 1998, Emon 2005). Also mother who delay childbearing have been shown to provide more cognitively stimulating and supportive environments at home which has a positive affect on school performance (Emon 2005). Smaller family size has been linked with higher academic achievement (Emon 2005, Majoribanks 1996). Students with fewer siblings are likely to received more parental attention and have more access to resources than children from large families. The additional attention and support leads to better school performance (Emon 2005, Majoribanks 1996). Adolescents who live in higher quality neighborhoods typically perform better in school than those who live in poorer neighborhoods (Emon 2005). Poorer neighborhoods often lack positive roles models, adult

supervision, and connections to good schools (Emon 2005). That kind of environment often prevents students from creating healthy social networks and leads to a lack of motivation which negatively affects academic performance (Emon 2005). 2.3.2 Family management and home environment

Family management and the home environment is a broad category that use to describe many factors in the home and in interactions between parents and their children. Each of the studies reviewed below focuses on different aspects of family management and the home environment. Parents have a variety of roles in helping their children succeed in school. One is related to supervision. This includes making sure their children attend school, do homework, and do not spend a lot of time watching television. Furrer and Skinner (2003) mention two other ways that parents influence their childrens performance in school. One is that through positive interactions with parents, children learn to interact with teachers and other adults. Another is that through their relationships with their parents, children are motivated to succeed in school. Dika and Singh (2002) provide an overview of the research on the connections between academic achievement and families. As previously mentioned, they found that studies have shown that academic achievement is negatively associated with family size, moving, and non-traditional family structure. Academic achievement has been positively associated with parent-teen discussions, parent expectations, parent monitoring, parents involvement in their childs school, and study resources available in the home. Israel, Beaulieu and Hartless (2001) found that students have higher test scores and grades, and are more likely to stay in school, when they talk to their parents about school, when at least one parent expects them to attend college and their television viewing is limited. They also found that time spent at home unsupervised is negatively correlated with academic achievement. Other home factors have been outlined in a report by the U.S. Department of Education on Strong Families, Strong Schools (1994), a review of some of the research on family factors influencing a childs performance in school. They report that student absenteeism, the variety of reading material in the home, and excessive

television viewing significantly impact academic achievement. These are all factors that parents can influence and that can help children improve their performance in school. 2.4 Peer Influences Peer groups are an important socialization agent. Participating in Peer group activities is a primary stage of development and adolescents identities are often closely associated with that of their peers (Santor et al 2000). Because peer groups are a key part of the developmental process they can have a negative affect of young people due to peer pressure and peer conformity. High degrees of peer pressure, which is the pressure from others to participate in certain activities, and peer conformity which is, the degree to which an individual adopts actions that are sanctioned by their peer group have been shown to increase the likelihood of risk-taking behaviors such as substance abuse and sexual activities (Santor et al 2000). These risk-taking behaviors indirectly affect school performance in a negative way (Santor et al 2000). 2.5 Alternative academic achievement Model School

Peers

Family

Academic achievement

Test Scores

2.6

Community and Academic Achievement While much of the literature on factors influencing academic

achievement focuses on the family, several studies also examined the role of the community. Israel, Beaulieu and Hartless (2001) found that community social capital is also important. Not only is the socioeconomic status of the family associated with academic achievement, but so is the socioeconomic status of the community. Other studies have also shown that peer socioeconomic status is associated with academic achievement (Caldas and Bankston, 1997). Israel, Beaulieu and Hartless (2001) also found that children attending schools that serve only one geographic area do better than children attending schools that serve many communities. They speculate that this is because attending school in one neighborhood gives students more of an opportunity to build relationships with adults and to have a sense of community. Israel, Beaulieu and Hartless also found that children who have not moved frequently, who are involved in group activities through a church or other organization, and whose parents know the parents of their friends, perform better in school than other students. These are all measures of the communities in which the children and families are involved and their connections to their community. In their review of research on childhood outcomes related to socioeconomic status, Bradley and Corwyn (2002) report that living in high socioeconomic status neighborhoods has a positive association with school readiness and academic achievement. They also cite that living in low socioeconomic status neighborhoods may be associated with higher levels of behavior problems and increased likelihood of nonmarital childbearing. While they do not cite studies on the negative impact of low socioeconomic status neighborhoods on academic achievement, both behavior problems and non-marital childbearing would likely create barriers to learning.

2.7

Personality trait and academic achievement Many personality researchers have argued that personality traits

account for a significant portion of variance in academic performance (Chamorro-Premuzic & Furnham, 2003; Duff, Boyle, Dunleavy, & Ferguson, 2004; Furnham et al., 2003; Komarraju & Karau, 2005; Marsh et al., 2006; Martin et al., 2006). Martin et al. (2006) found that individual differences in personality played a unique role in undergraduate performance across 4 years of coursework over and above the effects due to high-school performance and cognitive ability (i.e., achievement test scores). Chamorro-Premuzic and Furnham (2003), using two longitudinal samples of British university students, examined the relationship between personality factors and academic performance. Personality scores assessed during the first few weeks of the academic year resulted significantly associated to final exam and course work assessed 3 years later. In addition, when the predictive power of personality traits was related to both academic behaviours such as attendance and class participation and teachers predictions, personality traits were found to account for an additional 1017% of unique variance in academic performance. In a further study of Furnham et al. (2003), personality traits accounted for about one-fifth of the variance in exam marks and as much as one-third of the variance in essay grades for a 2-year period. Conscientiousness has been considered as the basic trait of the Big Five Model most closely linked to will to achieve (Digman, 1989). Recent meta-analysis pointed to conscientiousness as the strongest predictor of academic performance at both the secondary and tertiary levels of education, even after controlling for intelligence (Poropat, 2009). It was associated with sustained effort and goal setting (Barrick, Mount, & Strauss, 1993), both of which contribute to academic success (Steel, 2007), to compliance and concentration on homework (Trautwein, Ludtke, Schnyder, & Niggli, 2006), to time management and effort regulation in learning (Bidjerano&Dai, 2007). This is in accordance with previous findings attesting to the association of

conscientiousness with course performance, class attendance, and final grades (Conard, 2006). Moreover, each specific facet of conscientiousness (e.g., diligence, dependability, self-discipline, prudence, competence, dutifulness, order, and achievement striving) was conducive to performance in academic settings, attainment of academic honors, and lower disciplinary infractions (MacCann, uckworth,&Roberts, 2009), and independently predicted GradePoint Average (GPA) (Chamorro-Premuzic&Furnham, 2003; Furnham et al., 2003; Martin et al., 2006), academic motivation (Komarraju & Karau, 2005), effective learning styles (Duff et al., 2004), and academic aspirations (Rottinghaus, Lindley, Green, & Borgen, 2002). Other findings have pointed to openness as a major correlate of academic achievement and success (Asendorph & Van Aken, 2003; Blickle, 1996; De Raad & Schouwenburg, 1996; Paunonen & Ashton, 2001), effective learning style (Duff et al., 2004), and higher academic aspirations Rottinghaus et al., 2002). Furthermore, openness has been positively associated to final school grades and to strategies that emphasize critical thinking (Bidjerano & Dai, 2007; Komarraju & Karau, 2005), approach to learning (Vermetten, Lodewijks, & Vermunt, 2001) and learning motivation (Tempelaar, Gijselaers, Schim Van Der Loeff, & Nijhuis, 2007). Chamorro-Premuzic and Furnham (2003) found openness positively related to intelligence and intellectual curiosity. Likewise, Graziano et al. (1997) assessed the Big Five from self-reports of 5th to 8th graders and found openness positively associated with both self-report and teacher ratings of academic adjustment. Other studies have further underlined the predictive value of both conscientiousness and openness. Mervielde (1994) and Mervielde, Buyst, and De Fruyt (1995) analysed teacher ratings on different age groups (from 4 to 12 years) and found that both traits showed high correlations with academic achievement. Similar results were found by John, Caspi, Robins, Moffitt, and Stouthamer-Loeber (1994) who developed scales for the Big Five from Qsorts of 12- to 13-year-old boys rated by their mothers. In particular, teacher reports of school performance correlated with conscientiousness and openness while verbal, performance, and full scale IQcorrelatedwith openness. Conscientiousness and openness were the most important personality correlates of academic achievement across different informants (self, teacher,

and parent) also in a study conducted by Barbaranelli, Caprara, Rabasca, and Pastorelli (2003). Other major traits like extraversion, neuroticism, and agreeableness have shown less consistent associations with academic achievement than conscientiousness and openness. Few studies have reported a negative association between neuroticism and academic performance, but most studies have reported non-significant results (Martin et al., 2006). In reality, neuroticism fails to predict scholastic achievement over and above cognitive ability (Ridgell & Lounsbury, 2004). Extraversion has shown controversial association (i.e., positive, negative, and non-significant) with academic performance. In reality, different facets of extraversion may relate to academic success in different ways (Martin et al., 2006). Whereas agreeableness was associated with classroom behaviour (Graziano et al., 1997) and compliance with teacher instructions (Vermetten et al., 2001), its impact on academic achievement was rather small and not always consistent across samples (e.g., Poropat, 2009). 2.8 Academic self-efficacy and achievements

Self-efficacy beliefs refer to judgment people hold about their capabilities to organize and affect courses of action to attain given goals. The literature documents widely the pervasive influence of self-efficacy beliefs on motivation and performance, directly and indirectly, and across various domains of functioning (Bandura, 1986, 1997). In the academic domain, the role of perceived self-efficacy has been examined at the levels of students, teachers, and faculties (Bandura, 1997; Pajares & Urdan, 2006; Schunk & Pajares, 2002). Research focused on students beliefs have considered different facets of perceived self-efficacy for academic achievement (Bandura et al., 1996; Pastorelli et al., 2001),which refer respectively to: (a) the perceived ability to successfully master specific academic subjects and curricula areas (e.g., mathematics) and to (b) the perceived ability to selfregulate ones own studying and learning activities (e.g., the ability to plan and organize studying times and activities; to motivate themselves to fulfil their school assignments; to pursue academic activities when there are other interesting things to do).

Both facets of perceived self-efficacy for academic achievement exert a notable influence on learning, grades, and career choices as they sustain effort, persistence, and aspirations (Pajares & Urdan, 2005; Schunk & Pajares, 2002; Zimmerman, Bandura, & Martinez-Pons, 1992). Students academic selfefficacy beliefs have been shown to be significant predictors of students course selection (Britner & Pajares, 2006), academic continuance and achievement (Britner & Pajares, 2006; Klassen, 2004) college performance and persistence (Gore, 2006; Robbins et al., 2004), GPA (Robbins et al., 2004), academic aspirations (Bandura et al., 2001), occupational self-efficacy, and career trajectories across domains and age levels (Bandura et al., 1996; Bandura et al., 2001; Britner & Pajares, 2006; Gore, 2006) beyond that accounted for by more traditional predictors (i.e., standardized achievement, cognitive ability). Pajares and Schunk (2001) have suggested that academic self-efficacy explains approximately a quarter of the variance in the prediction of academic outcomes beyond that of instructional influences.

2.9

Achievement Motivation

A child who is self or intrinsically motivated has a greater potential to learning effectively- - - especially when supported and reinforced by family at home and teachers at school. Experiencing success at a particular learning activity, when appreciated by the family, can motivate the child to be successful at others as well. This form of extrinsic motivation can be derived from outside factors and influences; but more importantly, it could also be derived from a childs effort to please his/her parents or teachers and in some instances, could even stem from the rewards offered. An atmosphere or environment that nurtures the motivation to learn can be cultivated in the home, in the classroom, or, at a broader level, throughout an entire school. Much of the recent research on educational motivation has rightly centered on the classroom, where the majority of learning takes place and where students are most likely to acquire a strong motivation to gain new knowledge (Ames 1987, Brophy 1987, Grossnickle

1989, Wlodkowski and Jaynes 1990). But achieving the goal of making the individual classroom a place that naturally motivates students to learn is much easier if students and teachers function in a school culture where academic success and the motivation to learn is expected, respected, and rewarded. An atmosphere where students learn to love learning for learnings sake, especially insofar as it evolves into academic achievement, is a chief characteristic of an effective school. There are four factors that effect students motivations.(Given Below) S.No Factors 1 Self Confidence and Motivation 2 Reward and Motivation 3 Task difficulty and Motivation 4 Task Value and Motivation Students motivation may arise from different needs. They also highlight a critical issue; in what ways does a persons; motivation depend on how difficult the task is? Why will some people engage only in tasks that are easy, yet other people purposely searching out difficult ones that challenge their abilities? What does interest may play in guiding the individuals behavior? Intrinsic and extrinsic rewards have different effects on the behavior of students (Deci & Ryan, 1985). Differences among individual students perception of control and outcome all contribute to the relative effectiveness of extrinsic or intrinsic incentives. Although extrinsic incentives may encourage student involvement in task for which students have no interest, such incentives tend to undermine intrinsic motivation and continuing motivation (Deci & Ryan, 1985) Rewards play an important role in helping students gain information about how they are progressing. When rewards are used as a way to control student behavior, however, students lose confidence in their competence. Students also respond to classroom environments, For example, students exhibit higher levels of intrinsic motivation if teachers emphasize the development of curiosity and the desire to learn don not attempt to control the class room by teacher approval. Cameron an Pierce (1994) concluded that (a) rewards do not necessarily reduce intrinsic motivation. (b) verbal praise can increase or maintain intrinsic motivation, and (c) rewarding students simply for engaging in a task has a negative impact on motivation.

Researchers who study intrinsically motivated behavior try to explain why experience some activities as rewarding. According to Deci and Ryan (1985), intrinsically motivated behavior leads to feelings of self-confidence and competence. Intrinsic motivation arises from a belief that ones behavior is internally determined. Extrinsic rewards may control behavior but they likely reduce intrinsic motivation. To feel competent, humans need to experience activity that is internally satisfying. When students benefits; extrinsic rewards, however, to celebrate good work. Extrinsic rewards tangibly demonstrates teacher pride and satisfaction with students performance or group effort. (Slavin, 1991). Understanding the factors that affect achievement is important because motivation affects achievement and level of occupation (Farmer, 1985). Murray described achievement motivation as the desire to accomplish something difficult to overcome obstacles and attain a high standard; to excel oneself (1938, p. 164). Burger (1997) indicated that high-need achievers are moderate risk takers, have an energetic approach to work, and prefer jobs that give them personal responsibility for outcomes. McClelland and Pilon (1983) proposed that parents promoted the need for achievement by providing support and encouragement. However, as Burger indicated, it is important that parents provide enough support to allow the child to develop a sense of personal competence without robbing the child of independence and initiative (1997). That is, parents must reward their childrens accomplishments, but too much involvement might leave the child with an undermined sense of accomplishment.

3. Middle: There are total 320,611 middle schools of which 121,052 (38%) are in public sector, whereas 199,259 (62%) are in private sector. The total enrolment at middle stage is 5.362 million, of which 3.694 million (69%) is in public sector, whereas, 1.668 million (31%) is in private sector. The total boys enrolment at middle stage is 3.106 million (58%), whereas, the girls enrolment is 2.256 million (42%). The total teachers at middle level are 320,611, out of which 121,352 (38%) is in public sector and 199,259 (62%) are in private sector. There are 112,375 (35%) male teacher and 208,236 (65%) are female teachers.