engagement, and motivational strategy. However, research on motivational engagement is few and lacks a structural model.

This study addresses several purposes: First, we seek to verify the goodness of fit between empirically observed data and the

second order confirmatory factory analysis model of motivational engagement proposed by the authors. Second, we analyze

the relationships among achievement motivation, motivational engagement and academic achievement. Participants were

1224 junior high school students. Data were analyzed using structural equation modeling with the LISREL computer

program. The following results were obtained: (a) the second order confirmatory factor analysis model of motivational

engagement fit the observed data well. (b) Need for achievement positively predicted adaptive motivational engagement and

negatively predicted maladaptive motivational engagement. Need to avoid failure positively predicted maladaptive

motivational engagement. Adaptive motivational engagement positively predicted academic achievement, and maladaptive

motivational engagement negatively predicted academic achievement. Implications for theory, practice and further research

were discussed.