Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies
Open accessAbstract
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; Mage = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies.
Integrity signals
Registry
Cites
Statistics
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?
More recent studies use large sample sizes and longitudinal data of up to six waves, allowing changes in motivation and achievement of students to be tracked across their school career.
“More recent studies showcase impressive efforts of researchers to use large sample sizes and longitudinal data of up to six waves, allowing changes in motivation and achievement of students to be tracked across their school career (e.g., Marsh et al., 2018;Murayama et al., 2013).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Murayama et al., 2013
Cites
Self-efficacy: Toward a unifying theory of behavioral change
Bandura, A. (1977) · Psychological Review · doi:10.1037/0033-295x.84.2.191 · Cited by 43,925 · see citing works
Intrinsic Motivation and Self-Determination in Human Behavior
Deci, E. L., & Ryan, R. M. (1985) · doi:10.1007/978-1-4899-2271-7 · Cited by 26,772 · see citing works
Generalized expectancies for internal versus external control of reinforcement.
Rotter, J. B. (1966) · Psychological Monographs: General and Applied · doi:10.1037/h0092976 · Cited by 21,937 · see citing works
Intrinsic Motivation and Self-Determination in Human Behavior
Miller, K. A. J., Deci, E. L., & Ryan, R. M. (1988) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2070638 · Cited by 15,361 · see citing works
Motivational beliefs, values, and goals
Eccles, J. S., & Wigfield, A. (2002) · Annual Review of Psychology · doi:10.1146/annurev.psych.53.100901.135153 · Cited by 7,587 · see citing works
Motivation in Education: Theory, Research, and Applications
Pintrich, P. R., & Schunk, D. H. (1995) · Cited by 5,724 · see citing works
Pekrun, R. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9029-9 · Cited by 5,566 · cited 1× · see citing works
“The present research focused on three of these factors that are regarded as especially important in motivation theory and research: perceived control, intrinsic motivation, and extrinsic motivation (Eccles & Wigfield, 2002; Pekrun, 2006).”
BackgroundSelf-citationStanovich, K. E. (1986) · Reading Research Quarterly · doi:10.1598/rrq.21.4.1 · Cited by 5,222 · see citing works
Assessing Measurement Invariance in Cross‐National Consumer Research
Steenkamp, J. E. M., & Baumgartner, H. (1998) · Journal of Consumer Research · doi:10.1086/209528 · Cited by 4,760 · see citing works
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3702_4 · Cited by 3,931 · see citing works
Self-citationTest Theory: A Unified Treatment
Zwick, R., & McDonald, R. P. (2000) · Journal of the American Statistical Association · doi:10.2307/2669496 · Cited by 3,637 · see citing works
Perceived locus of causality and internalization: Examining reasons for acting in two domains.
Ryan, R. M., & Connell, J. P. (1989) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.57.5.749 · Cited by 3,311 · see citing works
Goals: An approach to motivation and achievement.
Elliott, E. S., & Dweck, C. S. (1988) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.54.1.5 · Cited by 3,098 · see citing works
Intelligence: Knowns and unknowns.
Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., et al. (1996) · American Psychologist · doi:10.1037/0003-066x.51.2.77 · Cited by 2,913 · see citing works
Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004) · Psychological Bulletin · doi:10.1037/0033-2909.130.2.261 · Cited by 2,479 · see citing works
Understanding Student Learning
Graham, N., Entwistle, N. J., & Ramsden, P. (1984) · British Journal of Educational Studies · doi:10.2307/3121589 · Cited by 2,372 · see citing works
Goals: An approach to motivation and achievement.
Elliott, E. S., & Dweck, C. S. (1988) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.54.1.5 · Cited by 1,837 · see citing works
Advances in Child Development and Behavior
(2008) · Advances in child development and behavior · doi:10.1016/s0065-2407(08)00013-x · Cited by 1,837 · see citing works
What do people think they're doing? Action identification and human behavior.
Vallacher, R. R., & Wegner, D. M. (1987) · Psychological Review · doi:10.1037/0033-295x.94.1.3 · Cited by 1,802 · see citing works
Jacobs, J. E., Lanza, S. T., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002) · Child Development · doi:10.1111/1467-8624.00421 · Cited by 1,800 · see citing works
The development of achievement task values: A theoretical analysis
Wigfield, A., & Eccles, J. S. (1992) · Developmental Review · doi:10.1016/0273-2297(92)90011-p · Cited by 1,717 · see citing works
Self-Concept: Its Multifaceted, Hierarchical Structure
Marsh, H. W., & Shavelson, R. J. (1985) · Educational Psychologist · doi:10.1207/s15326985ep2003_1 · Cited by 1,527 · see citing works
Marsh, H. W., & Craven, R. G. (2006) · Perspectives on Psychological Science · doi:10.1111/j.1745-6916.2006.00010.x · Cited by 1,368 · see citing works
Students' goal orientations and cognitive engagement in classroom activities.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.4.514 · Cited by 1,367 · see citing works
The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004) · Educational Psychologist · doi:10.1207/s15326985ep3902_3 · Cited by 1,315 · see citing works
Intergenerational Class Mobility in Three Western European Societies: England, France and Sweden
Erikson, R., Goldthorpe, J., & Portocarero, L. (1979) · British Journal of Sociology · doi:10.2307/589632 · Cited by 1,264 · see citing works
Meece, J. L., Wigfield, A., & Eccles, J. S. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.60 · Cited by 1,231 · see citing works
Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005) · Child Development · doi:10.1111/j.1467-8624.2005.00853.x · Cited by 1,198 · see citing works
Autonomy in children's learning: An experimental and individual difference investigation.
Grolnick, W. S., & Ryan, R. M. (1987) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.52.5.890 · Cited by 1,176 · see citing works
Fredricks, J. A., & Eccles, J. S. (2002) · Developmental Psychology · doi:10.1037/0012-1649.38.4.519 · Cited by 1,050 · see citing works
Autonomy in children's learning: An experimental and individual difference investigation.
Grolnick, W. S., & Ryan, R. M. (1987) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.52.5.890 · Cited by 977 · see citing works
Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.22 · Cited by 891 · see citing works
Ball, S. A. (1977) · Medical Entomology and Zoology · Cited by 879 · see citing works
Academic intrinsic motivation in young elementary school children.
Gottfried, A. E. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.3.525 · Cited by 857 · see citing works
McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2006.09.003 · Cited by 762 · see citing works
Marsh, H. W. (1990) · Journal of Educational Psychology · doi:10.1037//0022-0663.82.4.646 · Cited by 605 · see citing works
The importance of motivation as a predictor of school achievement
Steinmayr, R., & Spinath, B. (2008) · Learning and Individual Differences · doi:10.1016/j.lindif.2008.05.004 · Cited by 592 · see citing works
McArdle, J. J., & Hamagami, F. (2001) · American Psychological Association eBooks · doi:10.1037/10409-005 · Cited by 536 · see citing works
Cervone, D., & Peake, P. K. (1986) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.50.3.492 · Cited by 504 · see citing works
When Children and Adults Do Not Use Learning Strategies: Toward a Theory of Settings
Garner, R. (1990) · Review of Educational Research · doi:10.3102/00346543060004517 · Cited by 500 · see citing works
Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005) · Child Development · doi:10.1111/j.1467-8624.2005.00858.x · Cited by 489 · see citing works
Perry, R. P., Hladkyj, S., Pekrun, R. H., & Pelletier, S. T. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.4.776 · Cited by 466 · see citing works
Self-citationDevelopment of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context
Frenzel, A. C., Goetz, T., Pekrun, R. H., & Watt, H. M. G. (2010) · Journal of Research on Adolescence · doi:10.1111/j.1532-7795.2010.00645.x · Cited by 464 · see citing works
Self-citationGutman, L. M., Sameroff, A. J., & Cole, R. (2003) · Developmental Psychology · doi:10.1037/0012-1649.39.4.777 · Cited by 445 · see citing works
Performance Effects of Motivational State: A Meta-Analysis
Utman, C. H. (1997) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0102_4 · Cited by 437 · see citing works
Spinath, B., Spinath, F. M., Harlaar, N., & Plomin, R. J. (2006) · Intelligence · doi:10.1016/j.intell.2005.11.004 · Cited by 435 · see citing works
Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study.
Otis, N., Grouzet, F. M. E., & Pelletier, L. G. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.2.170 · Cited by 430 · see citing works
Marsh, H. W. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.4.646 · Cited by 417 · see citing works
Advances in Motivation and Achievement
(2014) · Advances in motivation and achievement · doi:10.1108/ama · Cited by 324 · see citing works
Academic Self-Handicapping: What We Know, What More There is to Learn
Urdan, T., & Midgley, C. (2001) · Educational Psychology Review · doi:10.1023/a:1009061303214 · Cited by 319 · see citing works
Nonlinear Growth Curves in Developmental Research
Grimm, K. J., Ram, N., & Hamagami, F. (2011) · Child Development · doi:10.1111/j.1467-8624.2011.01630.x · Cited by 301 · see citing works
A Primer on the Use of Modern Missing-Data Methods in Psychosomatic Medicine Research
Enders, C. K. (2006) · Psychosomatic Medicine · doi:10.1097/01.psy.0000221275.75056.d8 · Cited by 274 · see citing works
Butler, R. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.4.630 · Cited by 236 · cited 1× · see citing works
“Extrinsic motivation, on the other hand, is typically driven by expected short-term benefits of learning and is linked to instrumental learning independent of interest (Grolnick & Ryan, 1987), overuse of dependent help seeking (Butler, 1998), and self-handicapping (Urdan & Midgley, 2001).”
BackgroundWu, W., West, S. G., & Taylor, A. B. (2009) · Psychological Methods · doi:10.1037/a0015858 · Cited by 236 · see citing works
Profiling the differences in students' knowledge, interest, and strategic processing.
Alexander, P. A., & Murphy, P. K. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.3.435 · Cited by 213 · see citing works
Genetic and environmental influences on academic achievement trajectories during adolescence.
Johnson, W., McGue, M. K., & Iacono, W. G. (2006) · Developmental Psychology · doi:10.1037/0012-1649.42.3.514 · Cited by 180 · see citing works
Shim, S. S., Ryan, A. M., & Anderson, C. J. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.3.655 · Cited by 171 · see citing works
Context and strategy: Situational influences on learning.
Ramsden, P. (1988) · Cited by 159 · see citing works
Strategy Utilization Deficiencies in Children: When, Where, and Why
Miller, P. H., & Seier, W. L. (1994) · Advances in child development and behavior · doi:10.1016/s0065-2407(08)60051-8 · Cited by 158 · see citing works
Hart, D. A., Hofmann, V., Edelstein, W., & Keller, M. (1997) · Developmental Psychology · doi:10.1037/0012-1649.33.2.195 · Cited by 157 · see citing works
Hart, D. A., Hofmann, V., Edelstein, W., & Keller, M. (1997) · Developmental Psychology · doi:10.1037//0012-1649.33.2.195 · Cited by 146 · see citing works
Latent Variable Growth Models for Research on Aging
McArdle, J. J., & Anderson, E. (1990) · Elsevier eBooks · doi:10.1016/b978-0-12-101280-9.50008-5 · Cited by 143 · see citing works
Evaluating the Power of Latent Growth Curve Models to Detect Individual Differences in Change
Hertzog, C. K., von Oertzen, T., Ghisletta, P., & Lindenberger, U. (2008) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705510802338983 · Cited by 139 · see citing works
Baumert, J., Nagy, G., & Lehmann, R. (2012) · Child Development · doi:10.1111/j.1467-8624.2012.01779.x · Cited by 129 · see citing works
Woodrow, H. (1946) · Psychological Review · doi:10.1037/h0053639 · Cited by 129 · see citing works
Composition of episodic memory.
Underwood, B. J., Boruch, R. F., & Malmi, R. A. (1978) · Journal of Experimental Psychology General · doi:10.1037/0096-3445.107.4.393 · Cited by 128 · see citing works
Ramsden, P. (1988) · Springer eBooks · doi:10.1007/978-1-4899-2118-5_7 · Cited by 127 · see citing works
Murphy, P. K., & Alexander, P. A. (2002) · The Journal of Experimental Education · doi:10.1080/00220970209599506 · Cited by 121 · see citing works
Encoding and Retrieval of Information
Brown, S. C., & Craik, F. I. M. (2000) · doi:10.1093/oso/9780195122657.003.0006 · Cited by 118 · see citing works
Bast, J., & Reitsma, P. H. (1997) · Multivariate Behavioral Research · doi:10.1207/s15327906mbr3202_3 · Cited by 104 · see citing works
Bjorklund, D. F., Coyle, T. R., & Gaultney, J. F. (1992) · Journal of Experimental Child Psychology · doi:10.1016/0022-0965(92)90029-6 · Cited by 99 · see citing works
Encoding and retrieval of information
Tulving, E., & Craik, I. M. (2000) · Cited by 96 · see citing works
Students' and teachers' goals in the classroom
de Lemos, M. S. (1996) · Learning and Instruction · doi:10.1016/0959-4752(95)00031-3 · Cited by 88 · see citing works
Development of mathematical competencies in adolescence : the PALMA longitudinal study
Pekrun, R. H., Hofe, R. V., Blum, W. F., Frenzel, A. C., Götz, T., & Wartha, S. (2007) · KOPS (University of Konstanz) · Cited by 73 · see citing works
Self-citationTang, T. L. (1996) · Journal of Economic Psychology · doi:10.1016/0167-4870(95)00038-0 · Cited by 64 · see citing works
Grade level differences in students' study activities as a function of course characteristics
Christopoulos, J. P., Rohwer, W. D., & Thomas, J. W. (1987) · Contemporary Educational Psychology · doi:10.1016/s0361-476x(87)80003-6 · Cited by 59 · see citing works
Achievement Motivation and Memory
Murayama, K., & Elliot, A. J. (2011) · Personality and Social Psychology Bulletin · doi:10.1177/0146167211410575 · Cited by 57 · see citing works
Self-citationThe Development of Good Strategy Use: Imagery and Related Mnemonic Strategies
Pressley, M. G., Borkowski, J. G., & Johnson, C. J. (1987) · Springer eBooks · doi:10.1007/978-1-4612-4676-3_13 · Cited by 25 · see citing works
(1999)
Flagged first, then by citations
Cited by
Sorted by citations
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017) · Child Development · doi:10.1111/cdev.12704 · Cited by 1,091 · see citing works
Self-citationMarsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000281 · Cited by 535 · see citing works
Self-citationMarsh, H. W., Pekrun, R., Murayama, K., Arens, A. K., Parker, P. D., Guo, J., & Dicke, T. (2018) · Developmental Psychology · doi:10.1037/dev0000393 · Cited by 306 · see citing works
Self-citationPatall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. S., Pituch, K. A., & Freeman, J. L. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000214 · Cited by 251 · see citing works
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 · see citing works
Garon-Carrier, G., Boivin, M., Guay, F., Kovas, Y., Dionne, G., Lemelin, J.-P., Séguin, J. R., Vitaro, F., & Tremblay, R. E. (2016) · Child Development · doi:10.1111/cdev.12458 · Cited by 178 · see citing works
Arens, A. K., Marsh, H. W., Pekrun, R., Lichtenfeld, S., Murayama, K., & vom Hofe, R. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000163 · Cited by 140 · see citing works
Self-citationMarsh, H. W., Pekrun, R., Lichtenfeld, S., Guo, J., Arens, A. K., & Murayama, K. (2016) · Developmental Psychology · doi:10.1037/dev0000146 · Cited by 126 · see citing works
Self-citationFadeout in an early mathematics intervention: Constraining content or preexisting differences?
Bailey, D. H., Nguyen, T., Jenkins, J. M., Domina, T., Clements, D. H., & Sarama, J. S. (2016) · Developmental Psychology · doi:10.1037/dev0000188 · Cited by 66 · see citing works
University students' Motivated Attention and use of regulation strategies on social media
Wu, J.-Y. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.08.016 · Cited by 62 · see citing works
Vandenkerckhove, B., Soenens, B., Van der Kaap-Deeder, J., Brenning, K., Luyten, P., & Vansteenkiste, M. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.11.009 · Cited by 56 · see citing works
- Authors
- Murayama, K., Pekrun, R., Lichtenfeld, S., & vom Hofe, R.
- Affiliations
- Ludwig-Maximilians-Universität München (DE)
- University of Bielefeld
- Corresponding author
- Murayama, Kou
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2013-07-01
- Volume
- 84
- Issue
- 4
- Pages
- 1475-1490
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2014821670
- Cited by
- 374
- References
- 79
- Citations by year
- 2026: 24 · 2025: 19 · 2024: 22 · 2023: 33 · 2022: 40 · 2021: 34 · 2020: 36 · 2019: 24 · 2018: 29 · 2017: 27 · 2016: 32 · 2015: 28 · 2014: 17 · 2013: 9
- FWCI
- 23.18
- Type
- journal article
- Language
- en
- Update notices
- correction (2016-07-04)
- Open access
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- Durham Research Online (Durham University) (submittedVersion, cc-by)
- PUB – Publications at Bielefeld University (Bielefeld University) (submittedVersion)
- Funders
- Alexander von Humboldt Foundation
- German Research Foundation (PE 320/11-1, PE 320/11-2, PE 320/11-3, PE 320/11-4)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Keywords
- mathematics achievement, achievement growth, motivation, perceived control, intrinsic motivation, extrinsic motivation, cognitive learning strategies, deep and surface learning, intelligence, adolescents, longitudinal development
- MeSH terms
- Achievement, Child, Cognition, Educational Status, Female, Humans, Learning, Longitudinal Studies, Male, Mathematics, Motivation
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
