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The Reciprocity between Various Motivation Constructs and Academic Achievement: A Systematic Review and Multilevel Meta-Analysis of Longitudinal Studies

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Title: The Reciprocity between Various Motivation Constructs and Academic Achievement: A Systematic Review and Multilevel Meta-Analysis of Longitudinal Studies
Language: English
Authors: Tuong Van Vu (ORCID 0000-0001-6700-2439), Aurelia Lilly Scharmer (ORCID 0000-0002-1980-5103), Elise van Triest (ORCID 0000-0002-8770-0717), Nienke van Atteveldt (ORCID 0000-0002-3387-6151), Martijn Meeter (ORCID 0000-0002-5112-6717)
Source: Educational Psychology. 2024 44(2):136-170.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 35
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Descriptors: Literature Reviews, Longitudinal Studies, Student Motivation, Academic Achievement, Self Efficacy, Self Concept, Elementary Secondary Education
DOI: 10.1080/01443410.2024.2307960
ISSN: 0144-3410
1469-5820
Abstract: The current multilevel meta-analyses and systematic review encompass 47 longitudinal studies of motivation and academic achievement in primary and secondary education. Our inclusion criteria extended beyond studies centred on self-belief type of motivation constructs, as we also selected studies using other motivation constructs (e.g. achievement goals). The findings offered mixed support for the reciprocity. The pooled effect of achievement on motivation was nearly twice as strong ([beta] = 0.176) as that of motivation on achievement ([beta] = 0.096). The effect of achievement on motivation held across different motivation constructs, albeit exhibiting more robust reciprocity for self-belief constructs ([beta] = 0.227) than for other constructs ([beta] = 0.091). The effect of motivation on achievement was exclusively found for self-belief ([beta] = 0.157) and not for non-self-belief motivation. Overall, the medium-to-high heterogeneity between studies and within studies suggests that pivotal factors in the motivation-achievement dynamics may not have been captured yet.
Abstractor: As Provided
Notes: https://osf.io/cexgd/?view_only%BCe5d5e5cc4dc04dd79a188714308ee322
Entry Date: 2024
Accession Number: EJ1424178
Database: ERIC
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  Data: The Reciprocity between Various Motivation Constructs and Academic Achievement: A Systematic Review and Multilevel Meta-Analysis of Longitudinal Studies
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  Data: <searchLink fieldCode="AR" term="%22Tuong+Van+Vu%22">Tuong Van Vu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6700-2439">0000-0001-6700-2439</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aurelia+Lilly+Scharmer%22">Aurelia Lilly Scharmer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1980-5103">0000-0002-1980-5103</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elise+van+Triest%22">Elise van Triest</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8770-0717">0000-0002-8770-0717</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nienke+van+Atteveldt%22">Nienke van Atteveldt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3387-6151">0000-0002-3387-6151</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martijn+Meeter%22">Martijn Meeter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5112-6717">0000-0002-5112-6717</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2024 44(2):136-170.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 35
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: 10.1080/01443410.2024.2307960
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  Data: 0144-3410<br />1469-5820
– Name: Abstract
  Label: Abstract
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  Data: The current multilevel meta-analyses and systematic review encompass 47 longitudinal studies of motivation and academic achievement in primary and secondary education. Our inclusion criteria extended beyond studies centred on self-belief type of motivation constructs, as we also selected studies using other motivation constructs (e.g. achievement goals). The findings offered mixed support for the reciprocity. The pooled effect of achievement on motivation was nearly twice as strong ([beta] = 0.176) as that of motivation on achievement ([beta] = 0.096). The effect of achievement on motivation held across different motivation constructs, albeit exhibiting more robust reciprocity for self-belief constructs ([beta] = 0.227) than for other constructs ([beta] = 0.091). The effect of motivation on achievement was exclusively found for self-belief ([beta] = 0.157) and not for non-self-belief motivation. Overall, the medium-to-high heterogeneity between studies and within studies suggests that pivotal factors in the motivation-achievement dynamics may not have been captured yet.
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      – SubjectFull: Academic Achievement
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