Abstract

The present study investigated normalised stens for 380 Xhosa children in standard 5 using the Children's Motivation Analysis Test. The CMAT was administered to separate groups of girl and boys upper elementary school children, representing the first such normative data available for this instrument in South Africa. The gender differences in the means and standard deviations for the main CMAT subscales for each group are investigated and reported. It is suggested that the norms presented are also recommended for use with other African samples, as previous comparative work with CMAT norms has shown that they are not significantly influenced by Zimbabwean/South African cultural differences.