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
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
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?
In the citing paper
“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
Citations
Cites
Multiple Imputation for Nonresponse in Surveys
Rubin, D. B. (1987) · Wiley Series in Probability and Statistics · doi:10.1002/9780470316696 · Cited by 20,701
Confirmatory factor analysis for applied research
Brown, T. A. (2007) · Choice Reviews Online · doi:10.5860/choice.44-2769 · Cited by 15,621
Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance
Chen, F. F. (2007) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1080/10705510701301834 · Cited by 12,217
Visible learning: a synthesis of over 800 meta‐analyses relating to achievement
Carter, M. (2009) · Educational Psychology · doi:10.1080/01443410903415150 · Cited by 7,696
(2010) · Cited by 7,034
(2008) · Cited by 6,939
Handbook of Competence and Motivation
Elliot, A. J., & Dweck, C. S. (2013) · Cited by 4,671
Centering predictor variables in cross-sectional multilevel models: A new look at an old issue.
Enders, C. K., & Tofighi, D. (2007) · Psychological Methods · doi:10.1037/1082-989x.12.2.121 · Cited by 4,462
A hierarchical model of approach and avoidance achievement motivation.
Elliot, A. J., & Church, M. A. (1997) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.72.1.218 · Cited by 3,955
A 2 × 2 achievement goal framework.
Elliot, A. J., & McGregor, H. A. (2001) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.80.3.501 · Cited by 3,953
Research works printed but not linked: 8
- 10.1080/00036810600603377 · DOI
- 10.1108/978-1-60752-970-520251015 · DOI
- 10.1037/0022-3514.80.3.501 · DOI · Paper page
- Marsh, H. W. (2007). Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. Leicester: British Psychological Society.
- 10.1108/978-1-60752-665-020251005 · DOI
- Olson J. F. Martin M. O. & Mullis I. V. S. (Eds.). (2008). TIMSS 2007 technical report. Chestnut Hill MA: TIMSS & PIRLS International Study Center
- Organisation for Economic Co-operation and Development [OECD] (2004). PISA 2003 technical report. Paris: Organisation for Economic Co-operation and Development.
- Wilkinson, G. S., & Robertson, G. J. (2006). Wide range achievement test 4 (WRAT4). Lutz, FL: PAR.
Cited by
Sorted by citations
Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2017) · Journal of Cognition and Development · doi:10.1080/15248372.2017.1421538 · Cited by 345
Peer and teacher supports in relation to motivation and effort: A multi-level study
Wentzel, K. R., Muenks, K. M., McNeish, D., & Russell, S. L. (2016) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2016.11.002 · Cited by 302
Olivier, É., Archambault, I., Clercq, M. D., & Galand, B. (2018) · Journal of Youth and Adolescence · doi:10.1007/s10964-018-0952-0 · Cited by 357
Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda
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. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09616-7 · Cited by 224
Wu, H., Guo, Y., Yang, Y., Zhao, L., & Guo, C. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09600-1 · Cited by 291
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
- 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 › 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
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.
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 ›
Are you an author, or do you see a problem with this page? Request a review
