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The reciprocity between various motivation constructs and academic achievement : a systematic review and multilevel meta-analysis of longitudinal studies

Tuong Van Vu, Aurelia Lilly Scharmer (UGent) , Elise van Triest, Nienke van Atteveldt and Martijn Meeter
(2024) EDUCATIONAL PSYCHOLOGY. 44(2). p.136-170
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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 (β = 0.176) as that of motivation on achievement (β = 0.096). The effect of achievement on motivation held across different motivation constructs, albeit exhibiting more robust reciprocity for self-belief constructs (β = 0.227) than for other constructs (β = 0.091). The effect of motivation on achievement was exclusively found for self-belief (β = 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.
Keywords
Academic achievement, academic motivation, reciprocity, longitudinal, meta-analysis, systematic review, SELF-CONCEPT, ELEMENTARY-SCHOOL, DEVELOPMENTAL DYNAMICS, INTERNAL/EXTERNAL FRAME, INTRINSIC MOTIVATION, READING MOTIVATION, REFERENCE MODEL, TEST-SCORES, GRADES, EFFICACY

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MLA
Vu, Tuong Van, et al. “The Reciprocity between Various Motivation Constructs and Academic Achievement : A Systematic Review and Multilevel Meta-Analysis of Longitudinal Studies.” EDUCATIONAL PSYCHOLOGY, vol. 44, no. 2, 2024, pp. 136–70, doi:10.1080/01443410.2024.2307960.
APA
Vu, T. V., Scharmer, A. L., van Triest, E., van Atteveldt, N., & Meeter, M. (2024). The reciprocity between various motivation constructs and academic achievement : a systematic review and multilevel meta-analysis of longitudinal studies. EDUCATIONAL PSYCHOLOGY, 44(2), 136–170. https://doi.org/10.1080/01443410.2024.2307960
Chicago author-date
Vu, Tuong Van, Aurelia Lilly Scharmer, Elise van Triest, Nienke van Atteveldt, and Martijn Meeter. 2024. “The Reciprocity between Various Motivation Constructs and Academic Achievement : A Systematic Review and Multilevel Meta-Analysis of Longitudinal Studies.” EDUCATIONAL PSYCHOLOGY 44 (2): 136–70. https://doi.org/10.1080/01443410.2024.2307960.
Chicago author-date (all authors)
Vu, Tuong Van, Aurelia Lilly Scharmer, Elise van Triest, Nienke van Atteveldt, and Martijn Meeter. 2024. “The Reciprocity between Various Motivation Constructs and Academic Achievement : A Systematic Review and Multilevel Meta-Analysis of Longitudinal Studies.” EDUCATIONAL PSYCHOLOGY 44 (2): 136–170. doi:10.1080/01443410.2024.2307960.
Vancouver
1.
Vu TV, Scharmer AL, van Triest E, van Atteveldt N, Meeter M. The reciprocity between various motivation constructs and academic achievement : a systematic review and multilevel meta-analysis of longitudinal studies. EDUCATIONAL PSYCHOLOGY. 2024;44(2):136–70.
IEEE
[1]
T. V. Vu, A. L. Scharmer, E. van Triest, N. van Atteveldt, and M. Meeter, “The reciprocity between various motivation constructs and academic achievement : a systematic review and multilevel meta-analysis of longitudinal studies,” EDUCATIONAL PSYCHOLOGY, vol. 44, no. 2, pp. 136–170, 2024.
@article{01JJPD46CEJ4AT0JHHXHJQPTQM,
  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 (β = 0.176) as that of motivation on achievement (β = 0.096). The effect of achievement on motivation held across different motivation constructs, albeit exhibiting more robust reciprocity for self-belief constructs (β = 0.227) than for other constructs (β = 0.091). The effect of motivation on achievement was exclusively found for self-belief (β = 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.}},
  author       = {{Vu, Tuong Van and Scharmer, Aurelia Lilly and van Triest, Elise and van Atteveldt, Nienke and Meeter, Martijn}},
  issn         = {{0144-3410}},
  journal      = {{EDUCATIONAL PSYCHOLOGY}},
  keywords     = {{Academic achievement,academic motivation,reciprocity,longitudinal,meta-analysis,systematic review,SELF-CONCEPT,ELEMENTARY-SCHOOL,DEVELOPMENTAL DYNAMICS,INTERNAL/EXTERNAL FRAME,INTRINSIC MOTIVATION,READING MOTIVATION,REFERENCE MODEL,TEST-SCORES,GRADES,EFFICACY}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{136--170}},
  title        = {{The reciprocity between various motivation constructs and academic achievement : a systematic review and multilevel meta-analysis of longitudinal studies}},
  url          = {{http://doi.org/10.1080/01443410.2024.2307960}},
  volume       = {{44}},
  year         = {{2024}},
}
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