The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success
Abstract
Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a paucity of research testing the longitudinal relations between achievement goal orientations and academic self-concept with achievement. The present investigation aimed to contribute to addressing these limitations. The sample consisted of 2786 Australian high school students (ages 11–17) measured at four time waves six months apart. Separate models indicated reciprocal relations between mathematics self-concept and achievement and mathematics performance approach goal orientation and achievement. There was little evidence of reciprocal relations between a mastery approach goal orientation and achievement. Juxtaposing the variables, when all were included in a single model, only self-concept had significant reciprocal relationships with achievement.
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Much empirical research on motivation-achievement interactions operationalizes motivation as academic self-concept in a certain academic domain, most often in mathematics and verbal subjects such as language and reading.
“Much empirical research on motivation-achievement interactions operationalizes motivation as ASC in a certain academic domain, most often in mathematics and verbal subjects such as language and reading (Guay et al., 2003;Seaton et al., 2014); for meta-analyses and reviews, see Burnette et al. (2013), Eccles and Wigfield (2002), Marsh and Craven (2006), Marsh and Martin (2011), and Robbins et al. (”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Seaton et al., 2014
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- Authors
- Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., & Yeung, A. S.
- Affiliations
- Western Sydney University (AU)
- King Saud University (SA)
- Corresponding author
- Seaton, Marjorie
- Venue
- Educational Psychology
- Publisher
- Informa UK Limited
- Published
- 2013-08-12
- Volume
- 34
- Issue
- 1
- Pages
- 49-72
- ISSN
- 0144-3410 (ISSN-L)
- 1469-5820
- OpenAlex
- W2049835284
- Cited by
- 171
- References
- 82
- Citations by year
- 2026: 5 · 2025: 14 · 2024: 8 · 2023: 14 · 2022: 23 · 2021: 17 · 2020: 15 · 2019: 23 · 2018: 10 · 2017: 16 · 2016: 15 · 2015: 7 · 2014: 4
- FWCI
- 11.72
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychology (publishedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- Funders
- Australian Research Council
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- academic self-concept, achievement goal orientation, mathematics achievement, mathematics self-concept, mastery orientation, motivation, bidirectional relationship, high school students, longitudinal associations
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