Academic achievement disparities between majority and minority groups are well-documented, posing a significant obstacle to social mobility for minority populations. In Israel, a substantial gap exists between Jewish (majority) and Arab (minority) students. This study investigates whether differences in motivation, potentially influenced by cultural factors, contribute to this achievement gap. The researchers hypothesize that cultural differences in collectivism versus individualism between Jewish and Arab societies influence motivational patterns and, consequently, academic success. The study's purpose is to identify these motivational differences and their correlation with final grades, contributing to a better understanding of the achievement gap and informing strategies for improving academic outcomes for Arab students. The importance of addressing this disparity stems from the crucial role of education in social and economic progress, particularly for minority groups.

Existing literature extensively documents academic achievement gaps between majority and minority groups globally. In the US, disparities between African American and white students, and between Latin American/African American and white/Asian students in higher education, have been consistently observed. Similar gaps exist in Israel between Jewish and Arab students, reflected in lower enrollment, higher dropout rates, and lower overall achievement for Arab students. Researchers have linked these differences to cultural disparities, suggesting that the more collectivist nature of Arab society in Israel, emphasizing family and community, might influence students' motivations and academic engagement differently compared to the more individualistic Jewish society. Previous studies on motivation have focused on achievement goal theory (AGT), which distinguishes between mastery and performance goals, and expectancy-value theory (EVT), which examines the relationship between expected success and the perceived value of the task. While previous research highlighted higher desire for academic degrees among Arab students, the impact of different motivational types on each group's academic success remained unexplored.

This quantitative study involved 147 second-year undergraduate students (74 Arab, 73 Jewish) from a college in Israel with roughly equal representation from both groups. The sample was matched for gender and age. Data collection involved a validated 24-item questionnaire assessing five aspects of academic motivation: persistence, active engagement, passive engagement, willingness to invest effort, and seeking challenges. Cronbach's alpha values for each subscale demonstrated good internal consistency (0.71-0.84). Students' final grades were obtained from college databases two and a half years after questionnaire completion, with ethical approval and informed consent obtained. Statistical analysis included MANOVA to compare motivational patterns between groups, t-tests to compare final grades, Pearson correlations to examine relationships between motivational patterns and grades within each group, and hierarchical regression analysis to determine the relative contributions of demographic factors, motivational patterns, and their interactions to the variance in final grades.

The study confirmed a significant difference in final grades between Jewish and Arab students, with Jewish students achieving higher grades (M = 81.93, SD = 8.51) compared to Arab students (M = 71.98, SD = 9.91), t(206) = 6.53, p < 0.001. MANOVA revealed significant differences in motivational patterns, with Jewish students exhibiting higher scores in 'willingness to invest effort' and 'seeking challenges.' Correlational analysis showed a positive correlation between passive engagement and final grades for Arab students, and a positive correlation between active engagement and final grades for Jewish students. Regression analysis showed that for Arab students, age and passive engagement significantly predicted final grades, while for Jewish students, only active engagement was a significant predictor. Interestingly, among Arab students, a negative correlation emerged between 'willingness to invest effort' and final grades among older students, but not younger ones, suggesting a potential shift in perception with age.

The findings support the hypothesis that there are significant differences in both academic performance and motivational patterns between Jewish and Arab students. The higher grades of Jewish students are consistent with previous research. The difference in the correlation between active and passive engagement with final grade suggests a link between cultural background and learning styles. The Arab students' higher passive engagement may reflect a deference to authority figures, common in collectivist cultures. The negative correlation between 'willingness to invest effort' and grades among older Arab students warrants further exploration; this could possibly be a consequence of the perceived difficulties in overcoming the academic challenges. These findings highlight the interplay between cultural background, motivation, and academic achievement. Interventions aiming to improve the academic performance of Arab students must consider these cultural nuances, shifting from solely focusing on skills development to addressing the cultural and motivational factors that shape their learning experience.

This study demonstrates the importance of understanding the cultural context of motivation in explaining academic achievement gaps. While Jewish students thrived with active engagement, Arab students benefited from passive engagement, potentially reflecting cultural differences in learning styles and attitudes towards authority. Future research should explore the role of cultural variables (e.g., collectivism, perception of authority), include qualitative methods to explore student perceptions of motivation, and consider further subgroup analysis within the Arab and Jewish populations to refine understanding. The findings emphasize the need for culturally sensitive interventions to address the achievement gap.

The study's limitations include the use of pre-existing motivational scales, potentially neglecting nuances in student perceptions of motivation; the relatively small sample size, limiting subgroup analyses; and the focus on a single, mixed institution, potentially limiting generalizability to other educational settings. Future research could employ qualitative methods to enrich the understanding of student perspectives and expand to various educational institutions with different student populations.