Cited by 178Education, Achievement, and GiftednessMotivation and Self-Concept in SportsPsychological and Educational Research Studies

Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association

Garon-Carrier, Gabrielle, Boivin, Michel, Guay, Frédéric, Kovas, Yulia, Dionne, Ginette, Lemelin, Jean-Pascal, Séguin, Jean R, Vitaro, Frank +1 more·2016·Child Development

Abstract

This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7–10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities. Cross-lagged models showed that achievement predicted intrinsic motivation from Grades 1 to 2, and from Grades 2 to 4. However, intrinsic motivation did not predict achievement at any time. This developmental pattern of association was gender invariant. Contrary to the hypothesis that motivation and achievement are reciprocally associated over time, our results point to a directional association from prior achievement to subsequent intrinsic motivation. Results are discussed in light of their theoretical and practical implications.

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Crossref · 10.1111/cdev.12458

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  • 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).”

    From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Garon-Carrier et al., 2016

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Authors
Garon-Carrier, G., Boivin, M., Guay, F., Kovas, Y., Dionne, G., Lemelin, J.-P., Séguin, J. R., Vitaro, F., & Tremblay, R. E.
Affiliations
  • School of Psychology, Université Laval
  • National Research Tomsk State University (RU)
  • Université Laval (CA)
  • University of London (GB)
  • Université de Sherbrooke (CA)
  • Centre Hospitalier Universitaire Sainte-Justine (CA)
  • Université de Montréal (CA)
  • University College Dublin (IE)
Corresponding author
Boivin, Michel
Venue
Child Development
Published
2016-01-01
Volume
87
Issue
1
Pages
165-175
ISSN
  • 0009-3920 (ISSN-L)
  • 1467-8624
OpenAlex
W2128063851
Cited by
178
References
50
Citations by year
2026: 10 · 2025: 16 · 2024: 13 · 2023: 27 · 2022: 12 · 2021: 26 · 2020: 21 · 2019: 18 · 2018: 23 · 2017: 6 · 2016: 6
FWCI
17.63
Type
journal article
Language
en
Open access
closed
Locations
  • Child Development (publishedVersion)
  • PubMed (publishedVersion)
  • Goldsmiths (University of London) (acceptedVersion)
  • Corpus Université Laval (Université Laval) (submittedVersion)
  • Papyrus : Institutional Repository (Université de Montréal) (submittedVersion)
Funders
  • Québec Ministry of Health
  • Fonds Québécois de la Recherche sur la Société et la Culture
  • Social Science and Humanities Research Council
  • Canadian Institutes for Health Research
  • Russian Federation (11.G34.31.003)
  • Canada Research Chair Program
  • Fonds de Recherche du Québec-Société et Culture
  • Social Sciences and Humanities Research Council of Canada
  • Canadian Institutes of Health Research
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 › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
Keywords
intrinsic motivation, mathematics achievement, elementary school students, bidirectional relationship, gender invariance, longitudinal development, mathematics learning
MeSH terms
Achievement, Child, Child Development, Educational Measurement, Female, Humans, Longitudinal Studies, Male, Mathematics, Motivation, Quebec, Schools

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