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Cited by 224Education, Achievement, and GiftednessMotivation and Self-Concept in SportsInnovative Teaching and Learning Methods

Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda

Open access
Vu, TuongVan, Magis-Weinberg, Lucía, Jansen, Brenda R. J., van Atteveldt, Nienke, Janssen, Tieme W. P., Lee, Nikki C., van der Maas, Han L. J., Raijmakers, Maartje E. J. +2 more·2022·Educational Psychology Review
DOI 10.1007/s10648-021-09616-7
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Abstract

The question of how learners’ motivation influences their academic achievement and vice versa has been the subject of intensive research due to its theoretical relevance and important implications for the field of education. Here, we present our understanding of how influential theories of academic motivation have conceptualized reciprocal interactions between motivation and achievement and the kinds of evidence that support this reciprocity. While the reciprocal nature of the relationship between motivation and academic achievement has been established in the literature, further insights into several features of this relationship are still lacking. We therefore present a research agenda where we identify theoretical and methodological challenges that could inspire further understanding of the reciprocal relationship between motivation and achievement as well as inform future interventions. Specifically, the research agenda includes the recommendation that future research considers (1) multiple motivation constructs, (2) behavioral mediators, (3) a network approach, (4) alignment of intervals of measurement and the short vs. long time scales of motivation constructs, (5) designs that meet the criteria for making causal, reciprocal inferences, (6) appropriate statistical models, (7) alternatives to self-reports, (8) different ways of measuring achievement, and (9) generalizability of the reciprocal relations to various developmental, ethnic, and sociocultural groups.

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TL;DR

This review synthesizes theories and evidence on reciprocal motivation–achievement relations and proposes a research agenda. It concludes that reciprocity is established but that causal mechanisms, behavioral mediators, time scales, and generalizability remain poorly understood.

Key findings

  • Reciprocal relations are supported across theories and longitudinal/meta-analytic evidence, but effects are small and direction varies: Scharmer (2020) reported pooled achievement→motivation β = .12 versus motivation→achievement β = .06; Valentine and DuBois (2005) reported β = 0.08 and β = 0.15; Huang (2011) reported β = 0.19–0.25 and β = 0.20–0.27.
  • Motivation interventions usually improve achievement, with Lazowski and Hulleman (2016) reporting an average Cohen’s d of 0.49, but the reverse causal path (achievement→motivation) is rarely experimentally manipulated, and few studies combine manipulation with longitudinal reciprocal modeling.
  • Empirical work heavily focuses on academic self-concept (ASC): 24 of 41 studies in Scharmer (2020) used ASC, even though ASC items overlap with achievement reports and ASC may be less malleable than other motivation constructs.
  • Generalizability is limited: Scharmer (2020) found 90% of samples were from WEIRD countries; Valentine et al. (2004) had only four non-Western samples out of 60; Chiu and Klassen (2010), using PISA data (N = 88,590; 34 countries), found the math self-concept–achievement link was moderated by cultural orientations.

Methods

  • Narrative literature review and conceptual synthesis of prominent academic motivation theories, explicitly not an exhaustive review or meta-analysis.
  • Draws on prior cross-sectional, longitudinal, meta-analytic, and intervention studies to evaluate evidence for reciprocal motivation–achievement relations; presents a summary model (Fig. 1) and three study designs for reciprocity/causality (Fig. 2).
  • Proposes a nine-point research agenda covering multiple motivation constructs, behavioral mediators, network approaches, time scales, causal designs, statistical models, alternatives to self-reports, achievement measurement, and generalizability.

Limitations

  • The paper states that an exhaustive review is beyond its scope and that it is a conceptual synthesis rather than a systematic review or new empirical study.
  • The paper states that most evidence remains correlational; to its knowledge, no studies satisfy the third causality precondition of manipulating one variable and then repeatedly measuring alternating motivation and achievement, and manipulating achievement independently of motivation is difficult.
  • The paper states sampling bias toward WEIRD, ethnically and culturally homogeneous samples, plus self-report caveats and unresolved measurement/time-scale issues; evident from the text, the proposed agenda is not itself empirically tested here.

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Registry

Crossref · 10.1007/s10648-021-09616-7

Cites

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Statistics

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Claims the paper makes

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  • Premisecitation

    Achievement can affect motivation through experiences of success or failure.

    “Yet the reverse relation is also often found, as achievement can affect motivation through experiences of success or failure (Garon-Carrier et al., 2016;Guay et al., 2003;Jansen et al., 2013).”
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    The influence of motivation on achievement is well-documented.

    “The influence of motivation on achievement is well-documented (Burnette et al., 2013;Gottfried et al., 2013;Greene & Azevedo, 2007;Valentine et al., 2004).”
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    Higher motivation leads to higher quality academic behaviors, such as adopting effective learning strategies, adaptive metacognitive strategies, spaced practice, elaboration, retrieval practice, interleaving, and dual coding.

    “As a second route, higher levels of motivation could also be associated with higher quality of academic behaviors; for example, by adopting effective learning strategies, adaptive meta-cognitive strategies, spaced practice, elaboration, retrieval practice, interleaving, dual coding, and so on.Several theories of academic motivation support the idea that higher motivation leads to higher quality”
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    Many theories posit that beliefs about the self, including self-concept, self-esteem, and mindset, are important causes of human behavior and learning.

    “It is worth noting that many theories posit that beliefs about the self (including self-concept and self-esteem and mindset/implicit theory of self attributes) are important causes of human behavior and learning (Bandura, 1997;Carver & White, 1994;Deci & Ryan, 2000;Molden & Dweck, 2006).”
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    In self-determination theory, the feeling of competence is a basic need that increases the intrinsic value of learning.

    “For example, in self-determination theory, the feeling of competence (strengthened by positive perceived achievement) is a basic need that increases the intrinsic value of learning.”
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    In most countries, motivation for school declines throughout school time, with individual heterogeneity in changes depending on specific motivation constructs across academic domains.

    “In most countries, motivation for school clearly declines throughout school time (Martin, 2009;OECD, 2016;Scherrer & Preckel, 2019) with individual heterogeneity in changes depending on specific motivation constructs across academic domains (Gaspard et al., 2020;Scherrer & Preckel, 2019).”
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    Both the motivation-to-achievement and achievement-to-motivation links exist, and motivation and achievement influence each other reciprocally over time.

    “A common view is that both the “motivation → achievement” and “achievement → motivation” links exist and that motivation and achievement influence each other in a reciprocal manner over time (Huang, 2011;Marsh & Craven, 2006;Marsh & Martin, 2011;Möller et al., 2009).”
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    Positive academic motivations have been suggested to facilitate creative learning strategies, and incremental implicit beliefs (growth mindset) to facilitate mastery-oriented strategies.

    “Positive academic motivations have also been suggested to facilitate creative learning strategies (control-value theory, Pekrun, 2006), and incremental implicit beliefs (growth mindset) to facilitate mastery-oriented strategies (Burnette et al., 2013).”
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    Effects of achievement on motivation may take two routes: through perceived achievement and through flow.

    “Effects of achievement on motivation may also take two routes.The first is through perceived achievement.”
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    Emotions are typically more temporary than motivation, but the distinction is fuzzy.

    “Emotions will typically be more temporary than motivation, but this is a fuzzy distinction.”
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    Interpretationnone given

    Further insights into the nature of the reciprocal relationship between motivation and achievement are currently lacking; direction of causality, behavioral mediating pathways, possible effect of time scale, and generalizations to different motivation constructs and population groups are not well understood.

    “However, further insights into the nature of the relationship are currently lacking; features such as the direction of causality, behavioral mediating pathways, possible effect of the time scale, and generalizations to different motivation constructs and population groups are currently not well understood.”
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    • Rests on an assumption: Motivation can be targeted by interventions.

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    According to the self-regulatory account of motivation, students first identify values and expectancy of learning activities, then engage in self-regulatory processes; following performance, students conduct self-evaluations, infer causal attributions, and make adaptive or maladaptive attributions of successes and failures.

    “According to the selfregulatory account of motivation (Cleary & Zimmerman, 2012;Schunk & DiBenedetto, 2020), students first identify values and expectancy of learning activities, then engage in self-regulatory processes (self-instruction, attention focusing, task strategies, etc.).Following their performance, students conduct self-evaluations, infer causal attributions, and make adaptive or mal”
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    Theoretically, two routes can be discerned for how motivation affects achievement: the quantity of academic behaviors and the quality of academic behaviors.

    “Theoretically, two routes can be discerned (see Fig. 1).The first is the quantity (frequency and intensity) of academic behaviors aimed at achievement (such as effort, persistence, etc.) (Cury et al., 2008;Dettmers et al., 2009;Doumen et al., 2014;Marsh et al., 2016;Pinxten et al., 2014;Plant et al., 2005;Trautwein et al., 2009).As a second route, higher levels of motivation could also be assoc”
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    Many other theories focus either on the value attached to behavior or on expectancies.

    “Many other theories focus either on the value attached to behavior or on expectancies.Theories on the values side of the ledger (goal theories, flow theory, self-determination theory, individual differences theories, and interest theories) focus on interest, goals, needs for relatedness, competence, and autonomy.”
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    Pekrun (2006) assumed that an appraisal of control of the learner and the value of learning activities lie at the basis of academic emotions.

    “In line with dominant theories of emotion (e.g.Frijda, 1988;Lazarus, 1999), Pekrun (2006) assumed that an appraisal of control of the learner and the value of learning activities lie at the basis of academic emotions.”
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    Academic self-concept is a component distinct from physical, social, and emotional self-concepts within the multidimensional, hierarchical model of self-concept.

    “ASC is a component distinct from physical, social, and emotional self-concepts within the multidimensional, hierarchical model of self-concept (Marsh & Craven, 2006;Marsh & Martin, 2011).”
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    Figure 1 suggests a positive feedback loop, with motivation feeding achievement and achievement feeding motivation, an idea alluded to in some theories.

    “Figure 1 suggests a positive feedback loop, with motivation feeding achievement, and achievement feeding motivation-an idea that is alluded to in some theories (Cleary & Zimmerman, 2012;Eccles & Wigfield, 2002;Schunk & DiBenedetto, 2020).”
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    One suggested pathway is that positive self-beliefs can lead to self-affirmative, self-regulatory academic behaviors such as exerting effort, demonstrating persistence, and selecting goals conducive to academic goals.

    “One suggested pathway is that positive self-beliefs can lead to self-affirmative, self-regulatory, academic behaviors (or achievement behaviors, see below) such as exerting effort, demonstrating persistence, and selecting goals that are conducive to the achievement of academic goals.”
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    Premisecitation

    Although the idea that academic self-concept or other beliefs about the self affect achievement has been challenged, much empirical research supports it.

    “Although the idea that ASC or other beliefs about the self affect achievement has been challenged (see the discussion in Marsh & Craven, 2006), there has also been much empirical research in support of it (Burnette et al., 2013;Gottfried et al., 2013;Greene & Azevedo, 2007; and the meta-analyses of Huang, 2011;Valentine et al., 2004).”
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    In flow theory, an activity in which the learner is holistically immersed can generate a feeling of flow, which is rewarding in its own right and alters the value attached to academic behaviors.

    “The second route from achievement to motivation is central to flow theory (Csikzentmihalyi, 1990).An activity in which the learner is holistically immersed can generate a feeling of flow, which is rewarding in its own right and alters the value attached to the academic behaviors.”
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    According to self-worth theory, students with positive beliefs about themselves assign high and positive values to academic activities; these activities are then viewed as important, intrinsically interesting, of high expected utility and low cost, which leads to high achievement.

    “Another pathway for beliefs about the self to act as a causal agent on academic achievement, according to self-worth theory (Covington, 2000), is that students with positive beliefs about themselves assign high and positive values to academic activities.Academic activities are then viewed as important, intrinsically interesting, of high expected utility and of low cost, which leads to high achie”
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    Academic self-concept is multidimensional and usually measured by the Self Description Questionnaire; its academic subscales tap general academic self-concept, math self-concept, and verbal self-concept.

    “ASC is itself also multidimensional and usually measured by the Self Description Questionnaire (Marsh et al., 1999;Marsh & O'Neill, 1984); its academic subscales tap into general academic self-concept, math self-concept, and verbal self-concept.”
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    The self-regulatory account stresses the importance of metacognition, where students who can monitor their learning processes can maintain their engagement in the learning cycle.

    “This account stresses the importance of metacognition, where students who can monitor their learning processes can then maintain their engagement in the learning cycle.”
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    In self-determination theory, feelings of competence are a precursor of intrinsic motivation, leading to a higher value being assigned to academic activities if one feels competent, which leads to behaviors that support later achievement.

    “Also, in self-determination theory, feelings of competence are a precursor of intrinsic motivation, again leading to a higher value being assigned to academic activities if one feels competent.This would then lead to behaviors that support later achievement.”
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    High perceived performance changes learners' expectancies and may also alter the value attached to learning activities.

    “High perceived performance will thus change the expectancies of learners (i.e., make them trust that good outcomes are attainable), but it may also alter the value attached to learning activities.”
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    Premisecitation

    Both intrinsic motivation and interest have been linked to deeper learning.

    “Both intrinsic motivation (self-determination theory, Deci & Ryan, 2000) and interest (interest theories, Alexander et al., 1994) have been linked to deeper learning (Alexander et al., 1994;Schiefele, 1999;Scott Rigby et al., 1992).”
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    Premisecitation

    A recent meta-analysis (Scharmer, 2020) showed that overall, the pooled effect of achievement on motivation was twice (β = .12) the pooled effect of motivation on achievement (β = .06), though both are conventionally considered small.

    “A recent meta-analysis (Scharmer, 2020), which includes such studies that were published between 2011 and August 2020, showed that overall, the pooled effect of achievement on motivation was twice (β = .12)the pooled effect of motivation on achievement (β = .06),though both are what is conventionally considered a small effect.”
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    Cross-sectional and correlational studies established a relationship between self-concepts and academic achievement, but no causal paths.

    “These studies established a relationship between self-concepts and academic achievement, but no causal paths.”
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    Quality of learning is affected not only by motivation but also by the abilities of the learner and the quality of teaching, instructions, and study materials.

    “Quality of learning is not only affected by motivation but also by the abilities of the learner and the quality of teaching, instructions, and study materials.”
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    Bandura's social cognitive theory stresses the reciprocity of the interactions between behavioral, environmental, and personal factors.

    “Bandura's social cognitive theory also stresses the reciprocity of the interactions between behavioral, environmental, and personal factors (Bandura, 1997).”
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    Premisecitation

    Fulmer and Frijters (2009) made the point that self-report measures confound the measurement of motivation with other variables, such as ability and attention.

    “Fulmer and Frijters (2009, p. 228) in their critique of how motivation is measured in educational psychology also made the point that “self-report measures confound the measurement of motivation with other variables, such as ability and attention.””
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    True high achievement can fail to support motivation, and low achievement can be viewed in such a way as not to be detrimental for motivation.

    “This means that true high achievement can still fail to support motivation (e.g., when a sibling performs even better), or low achievement can be viewed in such a way so as to not be detrimental for motivation.”
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    Premisecitation

    Schunk and DiBenedetto (2020) suggest an iterative process between perceived progress, self-efficacy, and goal pursuit.

    “Schunk and DiBenedetto (2020) suggest an iterative process between perceived progress, self-efficacy, and goal pursuit.”
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    Subsequent work set out to investigate the causal and temporal ordering of the effects using structural equation models and longitudinal data.

    “Subsequent work set out to investigate the causal and temporal ordering of the effects using structural equation models (SEMs) and longitudinal data (e.g., Marsh et al., 1999).”
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    Effort is not only a result of the learner's motivation but also of outside requirements such as deadlines and exams set by the educational institution.

    “Effort is not only a result of the learner's motivation but also of outside requirements (e.g., deadlines and exams set by the educational institution, Kerdijk et al., 2015).”
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    Although extrinsic rewards may detract from intrinsic motivation, they may also jolt a motivation-achievement cycle that would otherwise not start.

    “Although this has been described in self-determination theory as potentially detracting from intrinsic motivation (Deci & Ryan, 2000), it may also jolt a motivation-achievement cycle that would otherwise not start (Hidi & Harackiewicz, 2001).”
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    Huang (2011)'s meta-analysis found a slightly larger effect of self-concept on achievement than the other way around.

    “In contrast, Huang (2011)'s meta-analysis found a slightly larger effect of self-concept on achievement than the other way around.”
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    Interpretationreasoning

    Several features of the reciprocal relationship between motivation and achievement are still poorly understood.

    “However, several features of such relationships are still poorly understood.”
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    Interpretationnone given

    Some doubts about the robustness of the effects of reciprocal motivation-achievement relations have recently surfaced.

    “Also, some doubts about the robustness of the effects have recently surfaced (which we discuss in detail in section “Choice of appropriate statistical models” below).”
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    Premisecitation

    Huang (2011) found considerably larger ranges of effects overall: achievement on self-concept β = 0.19-0.25; self-concept on achievement β = 0.20-0.27.

    “Huang (2011), however, found considerably larger ranges of effects overall (achievement on selfconcept: β = 0.19-0.25;self-concept on achievement: β = 0.20-0.27).”
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    Premisecitation

    The meta-analysis by Lazowski and Hulleman (2016) showed that interventions targeting motivation usually led to positive outcomes on achievement (medium effect size; average Cohen's d of 0.49), and it did not matter which theory was at the basis of the intervention.

    “The meta-analysis of these studies by Lazowski and Hulleman (2016) showed that, while interventions targeting motivation usually led to positive outcomes on achievement (medium effect size; average Cohen's d of 0.49), it did not matter which theory was at the basis of the intervention-all theories of motivation performed about equally well.”
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    Interpretationreasoning

    External factors are important for a complete causal understanding of motivation-achievement interactions and offer entry points for interventions that enhance motivation, achievement, or both.

    “Such external factors are not only important for a complete causal understanding of motivation-achievement interactions (i.e., highly relevant for educational researchers) but also because they offer entry points for interventions that enhance motivation, achievement, or both (i.e., highly relevant for educators).”
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    Premisecitation

    It may be hard to manipulate academic self-concept in a randomized controlled trial, although it has been indirectly done by affirming general self-esteem and personal values.

    “Nevertheless, it may be hard to manipulate ASC in a randomized controlled trial (although it has been indirectly done by affirming general selfesteem and personal values, Cohen et al., 2009).”
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    The network approach does not assume an a priori structure of motivation factors; it uses bidirectional partial correlations between variables in empirical data, and clusters of variables that can be interpreted as constructs may emerge.

    “The network approach is different; it does not assume an a priori structure of motivation factors.Instead, it uses the (bidirectional) partial correlations between variables in empirical data and in doing so clusters of variables which can be interpreted as constructs may emerge.”
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    Premisecitation

    It is not trivial to evaluate and conceptualize effort.

    “Irrespective of what operationalization is chosen, it is important to note that it is not trivial to evaluate and conceptualize effort (see extensive discussions in Baars et al., 2020;Scheiter et al., 2020).”
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    Interpretationreasoning

    Multiple motivation constructs are linked to academic achievement, and may also all be mutually related.

    “The discussion above and Fig. 1 show that multiple motivation constructs are linked to academic achievement, which may also all be mutually related.”
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    Premisenone given

    Theories of motivation such as self-determination theory or expectancy-value theory are not formulated with an explicit time scale, and the interactions they describe seem framed in terms suggesting effects happen without delays (seconds).

    “However, theories of motivation such as self-determination theory or expectancy-value theory are not formulated with an explicit time scale, and the interactions they describe seem framed in terms that suggest that the effects of motivation constructs happen without delays (i.e., on a time scale of seconds).”
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    There is a relative paucity of empirical research and especially longitudinal studies that include measures of regulatory processes.

    “However, there is a relative paucity of empirical research and especially longitudinal studies that include measures of such regulatory processes.”
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    Premisecitation

    The volition theory of motivation posits that motivational beliefs only lead to the decision to act; once the individual engages in action, volitional processes determine whether the intention is fulfilled.

    “In a similar vein, the volition theory of motivation (Eccles & Wigfield, 2002;Kuhl, 1984) posits that motivational beliefs only lead to the decision to act.Once the individual engages in action, volitional processes are required and determine whether the intention is fulfilled.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Eccles & Wigfield, 2002 source

      Not checked in the free run.

    • cites Kuhl, 1984

      Not checked in the free run.

  • May combine two claims.

    Interpretationcitation

    Central variables may be efficient intervention targets because interventions informed by network analyses have been shown to be highly effective, as these central variables were later shown to be predictive of subsequent behaviors.

    “Central variables may be efficient intervention targets as interventions informed by network analyses have been shown to be highly effective as these central variables were later shown to be predictive of subsequent behaviors (e.g., Sachisthal et al., 2020).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Sachisthal et al., 2020

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    In Niemivirta & Tapola (2007), students' self-efficacy generally grew throughout the progress of a task, while interest did not.

    “For example, in one rare study where the within-task changes in multiple motivation constructs was studied, researchers found that while students' self-efficacy generally grew throughout the progress of a task, interest did not (Niemivirta & Tapola, 2007).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Niemivirta & Tapola, 2007

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    Network analyses found different central variables in different populations, showcasing how such an approach can flexibly capture interactions between motivation factors in real life.

    “Moreover, the fact that network analyses found different central variables in different populations also showcases how such an approach can flexibly capture interactions between motivation factors in real life.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Only by measuring regulatory processes that mediate the motivation-to-achievement pathway can progress be made in understanding the underlying mechanism of mutual influences between motivation and achievement.

    “Yet, only by measuring regulatory processes that mediate the motivation → achievement pathway, we can make progress in understanding the underlying mechanism of mutual influences between motivation and achievement.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    The mixed findings on effort may be due to multiple operationalizations and evaluations of the construct effort, which may have varying relations with academic achievement.

    “This may be due to the fact that there are multiple operationalizations and evaluations of the construct effort (Massin, 2017), which may have varying relations with academic achievement.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Massin, 2017

      Not checked in the free run.

  • May combine two claims.

    Premisenone given

    Academic self-concept is mainly self-reported and, despite well-constructed measures, suffers from all the caveats inherent to self-report measures.

    “Last but not least, ASC is mainly self-reported and, despite the availability of well-constructed measures, it suffers from all the caveats inherent to self-report measures (see section “Alternatives to self-reports” below).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    In the network of Dutch students, enjoyment emerged as the central node; in the network of Colombian students, engagement behaviors emerged as central.

    “For example, enjoyment emerged as the central node in the network of Dutch students, whereas engagement behaviors emerged as central in the network of Colombian students and therefore different approaches for increasing science interest are advised for the two countries (Sachisthal et al., 2019).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Sachisthal et al., 2019

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    When effort is measured as quantity of learning, the relationship with achievement seems weak or only significant after controlling for quality of learning, or even negative.

    “However, when effort is measured as a quantity of learning (such as study time, practice time, time-on-task, persistence, etc.), this relationship seems either weak or only significant after controlling for quality of learning (Cury et al., 2008;Dettmers et al., 2009;Doumen et al., 2014;Plant et al., 2005) or even negative (the labour-in-vain effect, Koriat et al., 2006;Nelson & Leonesio, 1988;Und”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Cury et al., 2008

      Not checked in the free run.

    • cites Dettmers et al., 2009

      Not checked in the free run.

    • cites Doumen et al., 2014

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationcitation

    The heavy focus on academic self-concept may reflect an emphasis on a cognitive, intrapsychological theoretical view of motivation while losing sight of social, contextual, historical, and environmental factors that arguably also play important roles.

    “Furthermore, the heavy focus on ASC may reflect an emphasis on a cognitive, intrapsychological theoretical view of motivation while losing sight of social, contextual, historical, and environmental factors that arguably also play important roles”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    There is a huge overlap in terms and variables in the motivation and achievement literature; the same construct may have different names, or different constructs may go under the same name (Jingle-Jangle fallacies).

    “Like many topics in psychology, there is a huge overlap in terms and variables in the literature on motivation and achievement; the same construct may have different names, or different constructs go under the same name (this is known as Jingle-Jangle fallacies; e.g., Marsh et al., 2003).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Marsh et al., 2003

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    For the motivation-to-achievement link, the rationale is that motivation leads to active and effortful commitment to learning, implying that motivation constructs that are beliefs about competence and efficacy influence achievement by inducing self-regulatory academic behaviors.

    “For the motivation → achievement link, the rationale is that motivation leads to active and effortful commitment to learning (e.g., E. Skinner et al., 1990), implying that motivation constructs that are beliefs about competence and efficacy influence achievement by inducing self-regulatory, academic behaviors.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites E. Skinner et al., 1990

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Premisenone given

    The general hypothesis in psychological network models is that correlations between observed behaviors are not due to unobserved common causes, but to a network of interacting psychological, social, and/or biological factors.

    “The general hypothesis in psychological network models is that correlations between observed behaviors, such as cognitive functions, psychopathological symptoms, and attitudes (or, motivation constructs), are not due to unobserved common causes, but to a network of interacting psychological, social, and/or biological factors.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    A mutualistic network approach can potentially solve the question of the mechanisms of the impact of motivation on achievement.

    “Last but not least, at a more abstract level, a mutualistic network approach can potentially solve the question of the mechanisms of the impact of motivation on achievement (also raised in Hattie et al., 2020 as an important avenue for future research).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Hattie et al., 2020

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The term 'effect' in many existing studies is used only in conventional statistical sense and standard path analytic terminology, as representing a relation that is not necessarily causal.

    “The term”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Marsh et al., 2018

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Achievement measures tend to vary substantially in reliability and validity and yield different results (e.g., stronger reciprocity for school grades than for test scores).

    “These tend to vary substantially in reliability and validity and yield different results (e.g., stronger reciprocity for school grades than for test scores; Marsh et al., 2016).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Marsh et al., 2016

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Other promising process-oriented measures are eye-tracking and facial emotional expressions.

    “Other promising process-oriented measures are eye-tracking and facial emotional expressions (D'Mello et al., 2008;Grafsgaard et al., 2014Grafsgaard et al., , 2011;;Nye et al., 2018;van Amelsvoort & Krahmer, 2009).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites D'Mello et al., 2008

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    • cites Grafsgaard et al., 2014

      Not checked in the free run.

    • cites Nye et al., 2018

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Studies typically use raw test scores as a dependent measure to assess achievement, which reflect mastery of skills.

    “Studies typically use raw test scores as a dependent measure to assess this (Huang, 2011;Scharmer, 2020), which reflect mastery of skills.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Huang, 2011 source

      Not checked in the free run.

    • cites Scharmer, 2020

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Although the existence of the reciprocal relationship between motivation and performance is generally agreed upon, there are also empirical works that fail to establish such a relationship or cast doubts on the robustness of the reciprocal effects.

    “Although the existence of the reciprocal relationship between motivation and performance is generally agreed upon, there are also empirical works that fail to establish such a relationship (Fraine et al., 2007) or cast doubts on the robustness of the reciprocal effects (Burns et al., 2020;Ehm et al., 2019).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Fraine et al., 2007

      Not checked in the free run.

    • cites Burns et al., 2020

      Not checked in the free run.

    • cites Ehm et al., 2019

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    Manipulations of instruction, modeling, practice, and self-correction may all affect achievement, but they may do so partly by making the material more appealing, raising motivation at the same time or before achievement is raised.

    “For example, manipulations of instruction, modeling, practice, and self-correction may all affect achievement, but they may do so partly by making the material more appealing, raising motivation at the same time or before achievement is raised.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationcitation

    For causal inferences, experiments would ideally include double-blinded random assignment, which is possible in the lab but poses important practical problems in the classroom.

    “For causal inferences, experiments would ideally include (doubleblinded) random assignment, which is possible in the lab but poses important practical problems in the classroom (cf.Savi et al., 2018).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Savi et al., 2018

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Premisenone given

    These alternatives have strengths, but some limitations remain, such as the subjective nature of these measures and a possible high demand on research participants' cognitive resources when a large number of measures are administered during a session.

    “These alternatives have their strengths, but some limitations remain, such as the subjective nature of these measures and a possible high demand on research participants' cognitive resources when a large number of measures are administered during a session.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Two recent studies found motivation declines to be associated with particular academic stages; some constructs such as achievement goal orientation specifically dropped in the transition to secondary school.

    “Two recent studies found motivation declines to be associated with particular academic stages, for example some constructs such as achievement goal orientation specifically dropped in the transition to secondary school (Scherrer et al., 2020).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Scherrer et al., 2020

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Ehm et al. (2019) found that although a cross-lagged panel model (CLPM) supported reciprocal motivation-achievement relations, other models did not, such as the random-intercept CLPM.

    “Ehm et al. (2019) specifically found that although a cross-lagged panel model (CLPM) supported reciprocal motivationachievement relations, other models did not-such as the random-intercept CLPM, which Hamaker et al. (2015) showed to be more effective than CLPM in explicitly modeling withinand between-individual changes across time.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Ehm et al., 2019

      Not checked in the free run.

    • cites Hamaker et al., 2015 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S4 (based).

    Premisenone given

    Questionnaires are problematic from a developmental perspective because, across age groups, there might be varying factor structures in empirical data.

    “Fourth, questionnaires are problematic from a developmental perspective because, across age groups, there might be varying factor structures in empirical data.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Correlation between different variables, measured at different time points, is a necessary but not sufficient requirement of causality in mutual relations.

    “Correlation between different variables, measured at different time points, is a necessary but not sufficient requirement of causality in mutual relations.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    Physiological measures are relatively new, and triangulation can help establish their reliability and validity.

    “Given that physiological measures are relatively new, triangulation can help establish their reliability and validity.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Premisenone given

    With the development of new technologies, it is now possible to collect such data longitudinally on a large scale.

    “With the development of new technologies, it is now also possible to collect such data longitudinally on a large scale.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisereasoning

    Questionnaires are subjective and rely on the assumption that motives are consciously accessible, declarative, and communicable to other people.

    “First of all, questionnaires are subjective and rely on the assumption that motives are consciously accessible, declarative, and communicable to other people, while as discussed above, motivation arises from partially inaccessible and non-declarative cognition and emotions.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisereasoning

    Neither Cohen et al. (2009) nor Yeager et al. (2019) modeled reciprocal effects between motivation and performance.

    “Although the authors discuss the role of a recursive process Yeager & Walton, 2011), neither of these interventions modeled reciprocal effects between motivation and performance (Cohen et al., 2009;Yeager et al., 2019).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Cohen et al., 2009 source

      Not checked in the free run.

    • cites Yeager et al., 2019 source

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Self-reports are sensitive to demand characteristics and a tendency to give socially desirable answers.

    “Finally, self-reports are sensitive to demand characteristics and a tendency to give socially desirable answers (e.g.students who are familiar with the implicit theory of intelligence might tend to report that they endorse a growth mindset, Lüftenegger & Chen, 2017).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Lüftenegger & Chen, 2017

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    Changes in tested skills are likely to lead to a lower stability of scores, and skew estimates of change over time.

    “Such changes in tested skills are likely to lead to a lower stability of scores, and skew estimates of change over time.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisenone given

    ANS techniques can be used to measure arousal, which is defined as higher activation of the sympathetic relative to the parasympathetic system.

    “ANS techniques can be used to measure arousal, which is defined as higher activation of the sympathetic relative to the parasympathetic system.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisenone given

    Achievement can be construed as mastery of skills, which usually grows over time, or as performance relative to peers, which by definition cannot grow for all students.

    “A third aspect of achievement which may be important is that achievement can be construed as mastery of skills, which usually grows over time, or as performance relative to peers, which by definition cannot grow for all students.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisereasoning

    It is unclear whether findings generalize from one domain to others.

    “It is unclear whether findings generalize from one domain to others.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Research that aims to establish causality in the reciprocal relationship between motivation and achievement would need to meet three preconditions: order, correlation, and manipulation.

    “Research that aims to establish causality in the reciprocal relationship between motivation and achievement would need to meet three preconditions.The first precondition of causality is order, that is”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Antonakis et al., 2010 source

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Motivation is indexed by the frequency and length of voluntary, self-initiated practice, and can be linked to learning and performance.

    “Motivation is indexed by the frequency and length of voluntary, self-initiated practice, and can be linked to learning and performance (Hofman et al., 2018).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Hofman et al., 2018

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S4 (based).

    Premisenone given

    In practice, self-reports cannot be sampled with high frequency during learning.

    “In practice, self-reports cannot be sampled with high frequency during learning (see process-oriented measures below).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisereasoning

    Motivated and effortful behavior is accompanied by increased arousal, and thus ANS techniques can provide an index of motivation.

    “Motivated and effortful behavior is accompanied by increased arousal, and thus ANS techniques can provide an index of motivation.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationreasoning

    Heterogeneity in developmental patterns of various motivation constructs suggests that the reciprocal interactions with achievement may also follow different trajectories across development and still need to be investigated.

    “Overall, this heterogeneity in developmental patterns of various motivation constructs suggests that the reciprocal interactions with achievement may also follow different trajectories across development and still need to be investigated.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    Adolescence is especially characterized by heightened social influences on motivation; social interactions become increasingly important and peer affiliation motivation peaks.

    “Adolescence is especially characterized by heightened social influences on motivation (Casey, 2015): social interactions become increasingly important and peer affiliation motivation peaks (Brown & Larson, 2009).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Casey, 2015 source

      Not checked in the free run.

    • cites Brown & Larson, 2009

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Childhood and adolescent development is characterized by rather different trajectories for academic achievement (general improvement with age) than for academic motivation (general decrease during adolescence, as well as diversification in sources of motivation).

    “Childhood and adolescent development is characterized by rather different trajectories for academic achievement (with a general pattern of improvement with age) than for academic motivation (with a general pattern of decrease during adolescence, as well as diversification in sources of motivation) (Scherrer et al., 2020;Scherrer & Preckel, 2019).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Scherrer et al., 2020

      Not checked in the free run.

    • cites Scherrer & Preckel, 2019

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Culture is likely to have a strong influence on attributional processes and implicit theory of intelligence.

    “culture is likely to have a strong influence on attributional processes (see extensive theoretical discussion in Graham, 2020;empirical data in Chiu & Klassen, 2010) and implicit theory of intelligence (W.W. Chen & Wong, 2015).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Graham, 2020

      Not checked in the free run.

    • cites Chiu & Klassen, 2010

      Not checked in the free run.

    • cites Chen & Wong, 2015

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    As children transition into middle school, there is increased competition for grades and typically a larger pool of peers that serve as a reference group.

    “As children transition into middle school, there is increased competition for grades and typically a larger pool of peers that serve as a reference group (Molloy et al., 2011).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Molloy et al., 2011 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationnone given

    Many of the empirical studies cited in this section are non-longitudinal.

    “many of the empirical studies cited in this section are non-longitudinal.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Chiu and Klassen (2010) found a positive link between mathematics self-concept and mathematics achievement, moderated by cross-country differences in cultural orientations.

    “Chiu and Klassen (2010), using PISA data and a very large and diverse sample (N participant = 88,590, N country = 34), found a positive link between mathematics self-concept and mathematics achievement, but this relationship was moderated by cross-country differences in cultural orientations”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Chiu & Klassen, 2010

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Broadly speaking, motivation for academic activities decreases between childhood and adolescence, and motivation reorients toward social and novel situations.

    “Broadly speaking, motivation for academic activities decreases between childhood and adolescence, and motivation reorients toward social and novel situations (Crone & Dahl, 2012).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Crone & Dahl, 2012 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    According to the stage-environment fit account, the decline in academic motivation in adolescents is driven by a mismatch between their newly developed needs and their social settings.

    “According to the stage-environment fit account, the decline in academic motivation in adolescents is driven by a mismatch between their newly developed needs and their social settings (Scherrer et al., 2020;Scherrer & Preckel, 2019).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Scherrer et al., 2020

      Not checked in the free run.

    • cites Scherrer & Preckel, 2019

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S4 (based).

    Premisenone given

    Studies investigating motivation-achievement interactions have often studied the development of these processes separately during childhood, adolescence, and early adulthood.

    “Studies investigating motivation-achievement interactions have often studied the development of these processes separately during childhood, adolescence, and early adulthood.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    In Scharmer (2020) meta-analysis, 90% of samples were collected in WEIRD countries, with half using German samples.

    “90% of samples were collected in WEIRD countries (Australia, USA, and Western Europe, with fully half using German samples).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Scharmer, 2020

      Not checked in the free run.

  • May combine two claims.

    Premisenone given

    The transition to middle and high schools is usually accompanied by changes in peer relationships, friendship, and teacher-student relationships, an increase in normative and performance-focused evaluation, and a decrease in perceived autonomy.

    “Specifically, the transition to middle and high schools is usually accompanied by changes in peer relationships, friendship, and teacher-student relationships, an increase in normative and performance-focused evaluation and a decrease in perceived autonomy.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Meta-analytic findings point to declines in both mastery and performance goals.

    “meta-analytic findings point to declines in both mastery and performance goals”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Scherrer et al., 2020

      Not checked in the free run.

    • cites Scherrer & Preckel, 2019

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    A network approach can be used to study the motivation-achievement relationship.

    “An innovative method to study the motivationachievement relationship can be a network approach”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Manipulations of motivation may directly or indirectly influence achievement and vice versa.

    “manipulations of motivation may directly or indirectly influence achievement and vice versa.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Theories of motivation share a common denominator of reciprocal positive influences of motivation on achievement and vice versa, supported by previous research.

    “The common denominator between theories suggested reciprocal positive influences of motivation on achievement and vice versa, which has been supported by much previous research.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationreasoning

    Reciprocal relationships between motivation and achievement may look different from what we currently know when representative samples are included.

    “Reciprocal relationships between motivation and achievement may look different from what we currently know when representative samples are included.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Many studies show effects of manipulations affecting motivation on achievement, but have not looked at longitudinal interactions.

    “Many studies do show effects of manipulations affecting motivation thereby having an effect on achievement, but these studies have not looked at longitudinal interactions.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    Autonomy support and training in helpful attributions are well-researched practical interventions.

    “Some of these are wellresearched practical interventions, such as autonomy support and training in helpful attributions (Hulleman et al., 2010).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Hulleman et al., 2010

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S4 (based). May combine two claims.

    Premisenone given

    To estimate causal relations, one variable can be manipulated at a time, and its effects on other variables can be observed.

    “to estimate causal relations, one variable can be manipulated at a time, and its effects on other variables can be observed.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Research has shown how to provide negative feedback without lowering motivation, how peer comparison can be harnessed for motivation, and how feedback can be given without revealing errors.

    “Research has shown how to provide negative feedback in a way that does not lower a learner's motivation (Fong et al., 2019), how peer comparison can be harnessed for motivation (Mumm & Mutlu, 2011), or how feedback can be given without giving away that errors have been made (Narciss & Huth, 2006).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Fong et al., 2019 source

      Not checked in the free run.

    • cites Mumm & Mutlu, 2011

      Not checked in the free run.

    • cites Narciss & Huth, 2006

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Bejjani et al. (2019) used a feedback manipulation to study its effect on subsequent motivation and learning.

    “Bejjani et al. (2019) where they used a feedback manipulation (a competence-threatening IQ score) to study its effect on subsequent motivation and learning.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Bejjani et al., 2019

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    The strongest support for causal claims on motivation-achievement relations would be studies manipulating either motivation or achievement at one time point and studying effects on interactions across subsequent time points.

    “the strongest support for causal claims on motivation-achievement relations would be studies manipulating either motivation or achievement at one time point and studying the effects on motivation-achievement interactions across subsequent time points.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

    Interpretationnone given

    Motivation can best be seen as a constellation of highly related, multidimensional constructs.

    “motivation can best be seen as a constellation of highly related, multidimensional constructs”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationcitation

    The trickiest assumption for causality inferences is no unobserved confounders.

    “In our view, the trickiest is the third assumption”
    Quote in the paperSubstantial claim
107 of 107

  • The paper relies on this without support.

    Motivation can be targeted by interventions.

    “Given this undesirable decline and the fact that motivation can be targeted by interventions, motivation has long been a central focus of educational psychology.”

  • The authors state this as an assumption.

    The impact of motivation on achievement is low early in a new environment (e.g., a school transition) where learners experience considerable uncertainty regarding their competence and academic standing; when the learning environment is stable, the impact of achievement on subsequent motivation might be more substantial.

    “Theoretically, one could assume that the impact of motivation on achievement is low early in a new environment (e.g., a school transition) where learners experience considerable uncertainty regarding their competence and academic standing (Eccles et al., 1993;Valentine et al., 2004).When the learning environment is stable, the impact of achievement on subsequent motivation might be more sub”

  • The paper relies on this without support.

    Academic motivation typically drops considerably in adolescence and may be lower for some groups.

    “As academic motivation typically drops considerably in adolescence and may be lower for some groups (e.g., through the effects of SES, stereotype threat, and the likes)”
3 of 3

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Valentine and DuBois effect direction is reversed

    Major

    The paper says Valentine and DuBois found a stronger effect of achievement on self-belief, but the effect sizes it later attributes to them show the opposite: 0.08 for achievement on self-belief versus 0.15 for self-belief on achievement.

1 of 1

Cites

Flagged first, then by citations

Research works printed but not linked: 4

  1. Beck, R. C. (1990). Motivation. Prentice Hall.
  2. Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In K. R. Wenzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77–104). Routledge/Taylor & Francis Group.
  3. Scharmer, A. L. (2020). The Reciprocal relation of motivation and academic achievement in typically developing elementary and high-school students: A systematic review and meta-analysis of longitudinal studies [Master thesis].[masked for double blind review].
  4. Valentine, J. C., & Dubois, D. L. (2005). Effects of self-beliefs on academic achievement and vice versa. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research: New frontiers for self research (2nd ed., pp. 53–78). Information Age.

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Related

Authors
Vu, T., Magis-Weinberg, L., Jansen, B. R. J., van Atteveldt, N., Janssen, T. W. P., Lee, N. C., van der Maas, H. L. J., Raijmakers, M. E. J., Sachisthal, M. S. M., & Meeter, M.
Affiliations
  • Vrije Universiteit Amsterdam (NL)
  • University of Amsterdam (NL)
Corresponding author
  • Vu, TuongVan
  • Jansen, Brenda R. J.
  • Janssen, Tieme W. P.
  • Lee, Nikki C.
  • Raijmakers, Maartje E. J.
  • Sachisthal, Maien S. M.
  • Meeter, Martijn
ORCID
Venue
Educational Psychology Review
Publisher
Springer Science and Business Media LLC
Published
2021-05-05
Volume
34
Issue
1
Pages
39-71
ISSN
  • 1040-726X (ISSN-L)
  • 1573-336X
DOI
10.1007/s10648-021-09616-7
OpenAlex
W3159788096
Semantic Scholar
299fd0664e741697d4a70fa676514954d061502c
Cited by
224
References
200
Citations by year
2026: 42 · 2025: 62 · 2024: 55 · 2023: 43 · 2022: 17 · 2021: 4 · 2013: 1
FWCI
28.72
Type
journal article
Language
en
Open access
Licence
Locations
  • Educational Psychology Review (publishedVersion, cc-by)
  • UvA-DARE (University of Amsterdam) (submittedVersion, cc-by)
  • VU Research Portal (submittedVersion, other-oa)
  • Digital Academic REpository of VU University Amsterdam (Vrije Universiteit Amsterdam) (submittedVersion)
  • Digital Academic REpository of VU University Amsterdam (Vrije Universiteit Amsterdam) (submittedVersion, other-oa)
  • VU Research Portal (submittedVersion)
  • Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
Funders
Jacobs Foundation (2019 1329 00)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
academic motivation, academic performance, bidirectional relationship, network analysis, causal inference, measurement interval, achievement measurement, motivational interventions

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-08.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-08.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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