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Cited by 251Education, Achievement, and GiftednessMotivation and Self-Concept in SportsInnovative Teaching and Learning Methods

Development of Motivational Variables and Self-Esteem During the School Career: A Meta-Analysis of Longitudinal Studies

Scherrer, Vsevolod, Preckel, Franzis·2019·Review of Educational Research
DOI 10.3102/0034654318819127
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Abstract

Theoretical approaches and empirical research suggest a decline in the levels of motivational variables and self-esteem among students during the school career. However, precise statements about the magnitude of the change remain elusive. Conducting a meta-analysis of 107 independent longitudinal studies with 912 effect sizes, we found an overall decrease of Glass’s Δ = −.108 over an average duration of 1.654 years. Change significantly differed by construct with the largest decreases in intrinsic motivation, math and language academic self-concepts, mastery achievement goals, and performance-approach achievement goals. There were no significant mean-level changes in self-esteem, general academic self-concept, academic self-efficacy, and performance avoidance achievement goals. School stage and transition to middle school or high school were not significantly associated with the change. Findings generalized over academic domain and questionnaire used for all constructs except for academic self-concept. The decline was larger in Europe than in North America or Asia.

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  • There is a general decline in school motivation as students progress from one grade to the next.

    “the general decline in school motivation that occurs as students progress from one grade to the next (Scherrer & Preckel, 2019).”

    From Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations (2022) · cites this paper as Scherrer & Preckel, 2019

  • A meta-analysis investigating mean-level changes of a number of important motivation constructs concluded that the decline in motivation shows non-trivial differences across these constructs.

    “Second, a meta-analysis investigating mean-level changes of a number of important motivation constructs concluded that the decline in motivation shows non-trivial differences across these constructs (Scherrer & Preckel, 2019).”

    From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Scherrer & Preckel, 2019

  • There are other well-studied motivation constructs such as achievement goals, self-efficacy, interest, and intrinsic motivation.

    “Given that there are other well-studied motivation constructs such as achievement goals, self-efficacy, interest, and intrinsic motivation (Scherrer et al., 2020;Scherrer & Preckel, 2019), further research with multiple non-ASC motivation constructs included as concomitant predictors of academic achievement is therefore much needed.”

    From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Scherrer & Preckel, 2019

  • A meta-analysis by Scherrer and Preckel (2019) found a small but significant overall decrease in several motivation constructs including academic self-concept, intrinsic motivation, mastery, and performance-approach achievement goals over the course of elementary and secondary school.

    “A meta-analysis by Scherrer and Preckel (2019) found a small but significant overall decrease in several motivation constructs including academic self-concept, intrinsic motivation, mastery, and performance-approach achievement goals over the course of elementary and secondary school.”

    From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Scherrer and Preckel, 2019

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Authors
Scherrer, V., & Preckel, F.
Affiliations
Universität Trier (DE)
ORCID
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
2018-12-21
Volume
89
Issue
2
Pages
211-258
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/0034654318819127
OpenAlex
W2905648709
Cited by
251
References
159
Citations by year
2026: 22 · 2025: 40 · 2024: 44 · 2023: 43 · 2022: 41 · 2021: 33 · 2020: 24 · 2019: 3
FWCI
2.38
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Review of Educational Research (publishedVersion)
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 › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
motivational factors, self-esteem, school careers, intrinsic motivation, academic self-concept, academic self-efficacy, achievement goals, mastery goals, performance-approach goals, performance-avoidance goals, transition to school, cross-national differences

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