The DOI matches its Crossref record; 163 of the 163 references it cites were found in a registry or an index.
Development of Motivational Variables and Self-Esteem During the School Career: A Meta-Analysis of Longitudinal Studies
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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In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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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Cited by
Sorted by citations
Ryan, R. M., & Deci, E. L. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101860 · Cited by 6,037
“…research from multiple countries suggests that it tends to decline over the school years—at least for school-related activities (e.g., Lepper, Corpus, & Iyengar, 2005; Gillet, Vallerand, & Lafreniere, 2012; Gottfried, Marcoulides, Gottfried, Oliver, & Guerin, 2007; Scherrer & Preckel, 2019).”
Motivation and social cognitive theory
Schunk, D. H., & DiBenedetto, M. K. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101832 · Cited by 2,416
Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022) · Review of Educational Research · doi:10.3102/00346543211042426 · Cited by 414
“This finding might be particularly important considering the general decline in school motivation that occurs as students progress from one grade to the next (Scherrer & Preckel, 2019).”
BackgroundMotivation-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
“Social cognitive accounts often postulate that the development of more sophisticated cognitive capacities with age allows adolescents to improve performance but also to be more aware of their own abilities and those of their peers (Dweck, 2000, Scherrer and Preckel, 2019).”
BackgroundMethodInfluentialLi, L., Hew, K. F., & Du, J. (2024) · Educational Technology Research and Development · doi:10.1007/s11423-023-10337-7 · Cited by 475
“Studies have shown that students’ intrinsic motivation in school-related activities tends to decline over the school year (Gnambs & Hanfstingl, 2016; Lepper et al., 2005; Ryan & Deci, 2020; Scherrer & Preckel, 2019).”
Metadata
- Authors
- Scherrer, V., & Preckel, F.
- Affiliations
- Universität Trier (DE)
- Venue
- Review of Educational Research
- Published
- 2018-12-21
- Volume
- 89
- Issue
- 2
- Pages
- 211-258
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- 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
- Locations
- Review of Educational Research (publishedVersion)
- 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 › 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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