| Title: |
Motivation-Achievement Cycles in Learning: A Literature Review and Research Agenda |
| Language: |
English |
| Authors: |
Vu, TuongVan (ORCID 0000-0001-6700-2439); Magis-Weinberg, Lucía; Jansen, Brenda R. J.; van Atteveldt, Nienke; Janssen, Tieme W. P.; Lee, Nikki C.; van der Maas, Han L. J.; Raijmakers, Maartje E. J.; Sachisthal, Maien S. M.; Meeter, Martijn |
| Source: |
Educational Psychology Review. Mar 2022 34(1):39-71. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
33 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Information Analyses |
| Descriptors: |
Student Motivation; Academic Achievement; Literature Reviews; Educational Theories; Educational Research; Research Methodology; Student Behavior |
| DOI: |
10.1007/s10648-021-09616-7 |
| ISSN: |
1040-726X |
| Abstract: |
The question of how learners' motivation influences their academic achievement and vice versa has been the subject of intensive research due to its theoretical relevance and important implications for the field of education. Here, we present our understanding of how influential theories of academic motivation have conceptualized reciprocal interactions between motivation and achievement and the kinds of evidence that support this reciprocity. While the reciprocal nature of the relationship between motivation and academic achievement has been established in the literature, further insights into several features of this relationship are still lacking. We therefore present a research agenda where we identify theoretical and methodological challenges that could inspire further understanding of the reciprocal relationship between motivation and achievement as well as inform future interventions. Specifically, the research agenda includes the recommendation that future research considers (1) multiple motivation constructs, (2) behavioral mediators, (3) a network approach, (4) alignment of intervals of measurement and the short vs. long time scales of motivation constructs, (5) designs that meet the criteria for making causal, reciprocal inferences, (6) appropriate statistical models, (7) alternatives to self-reports, (8) different ways of measuring achievement, and (9) generalizability of the reciprocal relations to various developmental, ethnic, and sociocultural groups. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1326092 |
| Database: |
ERIC |