“Impact of teachers’ Interpersonal Supports and Students’ Academic Amotivation in Malian Primary schools”

The purpose of this study is to evaluate the impact of teachers’ interpersonal supports and students’ academic amotivation in Malian primary schools. In this study a questionnaire based on (Academic Amotivation Inventory; AAI) was developed by the researcher. The sample included one hundred primary school teachers in Mali (72 men and 28 women), mean=1.28 (St.d=0.451). This step has been successfully enabled us to collect data which have been computed, analyzed and used to interpret the results. correlational analysis were used to interpret the differences between related groups, through the psychological tools of SPSS 20.00. The finding of this research indicated that there are two types of students in learning context: motivated students and unmotivated students. Those facts might be influenced by the following factors: ability beliefs; effort beliefs; value placed on the task; characteristics of the task, students’ engagement, and teachers’ positives messages. But, three factors only were found as a positive correlation to students’ motivation (Characteristics of the task, students’ engagement, Teachers’ Positives Messages).It was hoped that this study could make a modest contribution on finding a way to motivate unmotivated students in the Malian primary schools. The implications for educational practice were also discussed.