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Academic motivation–achievement cycle and the behavioural pathways: A short‐timeframe experiment with manipulated perceived achievement.

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Title: Academic motivation–achievement cycle and the behavioural pathways: A short‐timeframe experiment with manipulated perceived achievement.
Authors: Vu, TuongVan, Meeter, Martijn, Hofman, Abe, Jansen, Brenda, Magis‐Weinberg, Lucía, van Triest, Elise, van Atteveldt, Nienke
Source: British Journal of Educational Psychology. Jun2025, Vol. 95 Issue 2, p683-722. 40p.
Subjects: Research funding, Undergraduates, Questionnaires, Learning, Behavior, Descriptive statistics, Motivation (Psychology), Experimental design, Academic achievement, Causality (Physics), Factor analysis
Geographic Terms: Netherlands
Abstract: Background: The purported reciprocity between motivation and academic achievement in education has largely been supported by correlational data. Aims: Our first aim was to determine experimentally whether motivation and achievement are reciprocally related. The second objective was to investigate a potential behavioural mediation pathway between motivation and achievement by measuring the objective effort expended on learning. Finally, we studied the causality of these relations by analysing the dynamics between motivation and achievement (rather than examining them as individual constructs) when perceived achievement was experimentally manipulated. Sample(s): The study employed a short‐timeframe experiment in which 309 Dutch undergraduate students (Mage = 19.89, SD = 2.08) learned new English vocabulary. Methods: Their motivation, effort, and achievement were measured at multiple time points within one hour. Midway through the experiment, participants received manipulated feedback indicating an achievement decline, which was expected to influence their subsequent motivation, effort, and actual achievement. A random‐intercept cross‐lagged panel framework was employed to model how one construct influenced another over time. Results: We found a unilateral effect of achievement on motivation (i.e., no reciprocity), which remained stable across the time points. Our experimental manipulation partially supported a causal interpretation of the unilateral achievement→motivation pathway. Additionally, no mediation effect of effort was identified: motivation was not associated with effort, nor was effort linked to achievement. Conclusions: Our findings underscore the importance of further exploration of behavioural mediation pathways, a broad operationalization of motivation, and the application of appropriate modelling strategies to investigate the motivation‐achievement reciprocity. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Academic motivation–achievement cycle and the behavioural pathways: A short‐timeframe experiment with manipulated perceived achievement.
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  Data: <searchLink fieldCode="AR" term="%22Vu%2C+TuongVan%22">Vu, TuongVan</searchLink><br /><searchLink fieldCode="AR" term="%22Meeter%2C+Martijn%22">Meeter, Martijn</searchLink><br /><searchLink fieldCode="AR" term="%22Hofman%2C+Abe%22">Hofman, Abe</searchLink><br /><searchLink fieldCode="AR" term="%22Jansen%2C+Brenda%22">Jansen, Brenda</searchLink><br /><searchLink fieldCode="AR" term="%22Magis‐Weinberg%2C+Lucía%22">Magis‐Weinberg, Lucía</searchLink><br /><searchLink fieldCode="AR" term="%22van+Triest%2C+Elise%22">van Triest, Elise</searchLink><br /><searchLink fieldCode="AR" term="%22van+Atteveldt%2C+Nienke%22">van Atteveldt, Nienke</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Jun2025, Vol. 95 Issue 2, p683-722. 40p.
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  Data: <searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior%22">Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Causality+%28Physics%29%22">Causality (Physics)</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Background: The purported reciprocity between motivation and academic achievement in education has largely been supported by correlational data. Aims: Our first aim was to determine experimentally whether motivation and achievement are reciprocally related. The second objective was to investigate a potential behavioural mediation pathway between motivation and achievement by measuring the objective effort expended on learning. Finally, we studied the causality of these relations by analysing the dynamics between motivation and achievement (rather than examining them as individual constructs) when perceived achievement was experimentally manipulated. Sample(s): The study employed a short‐timeframe experiment in which 309 Dutch undergraduate students (Mage = 19.89, SD = 2.08) learned new English vocabulary. Methods: Their motivation, effort, and achievement were measured at multiple time points within one hour. Midway through the experiment, participants received manipulated feedback indicating an achievement decline, which was expected to influence their subsequent motivation, effort, and actual achievement. A random‐intercept cross‐lagged panel framework was employed to model how one construct influenced another over time. Results: We found a unilateral effect of achievement on motivation (i.e., no reciprocity), which remained stable across the time points. Our experimental manipulation partially supported a causal interpretation of the unilateral achievement→motivation pathway. Additionally, no mediation effect of effort was identified: motivation was not associated with effort, nor was effort linked to achievement. Conclusions: Our findings underscore the importance of further exploration of behavioural mediation pathways, a broad operationalization of motivation, and the application of appropriate modelling strategies to investigate the motivation‐achievement reciprocity. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=185103687
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        Value: 10.1111/bjep.12731
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 40
        StartPage: 683
    Subjects:
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Undergraduates
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Learning
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      – SubjectFull: Behavior
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      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Experimental design
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      – SubjectFull: Academic achievement
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      – SubjectFull: Factor analysis
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      – SubjectFull: Netherlands
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      – TitleFull: Academic motivation–achievement cycle and the behavioural pathways: A short‐timeframe experiment with manipulated perceived achievement.
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            NameFull: Vu, TuongVan
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              M: 06
              Text: Jun2025
              Type: published
              Y: 2025
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