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Cited by 171Education, Achievement, and GiftednessMotivation and Self-Concept in SportsMathematics Education and Pedagogy

The DOI matches its Crossref record; 83 of the 83 references it cites were found in a registry or an index.

The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success

Seaton, Marjorie, Parker, Philip, Marsh, Herbert W., Craven, Rhonda G., Yeung, Alexander Seeshing·2014·Educational Psychology
DOI 10.1080/01443410.2013.825232
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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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Crossref · 10.1080/01443410.2013.825232

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83 of 83 references verified0 citation errors · 0 not checkable

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Citations

Cites

Research works printed but not linked: 8

  1. 10.1080/00036810600603377 · DOI
  2. 10.1108/978-1-60752-970-520251015 · DOI
  3. 10.1037/0022-3514.80.3.501 · DOI · Paper page
  4. Marsh, H. W. (2007). Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. Leicester: British Psychological Society.
  5. 10.1108/978-1-60752-665-020251005 · DOI
  6. Olson J. F. Martin M. O. & Mullis I. V. S. (Eds.). (2008). TIMSS 2007 technical report. Chestnut Hill MA: TIMSS & PIRLS International Study Center
  7. Organisation for Economic Co-operation and Development [OECD] (2004). PISA 2003 technical report. Paris: Organisation for Economic Co-operation and Development.
  8. Wilkinson, G. S., & Robertson, G. J. (2006). Wide range achievement test 4 (WRAT4). Lutz, FL: PAR.

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Metadata

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
ORCID
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
DOI
10.1080/01443410.2013.825232
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 › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
  • Social Sciences › Education › 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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