Academic self-concept relates most strongly to achievement, with achievement goals, achievement motivation, autonomous motivation, and effort beliefs each adding unique variance¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2022 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Academic self-concept related most strongly to achievement, while achievement goals, achievement motivation, autonomous motivation, and effort beliefs additionally explained a unique portion of the variance in academic achievement. → Lavrijsen 2022
Evidence¶
Lavrijsen 2022¶
Lavrijsen, J., Vansteenkiste, M., Boncquet, M., & Verschueren, K. (2022). Does motivation predict changes in academic achievement beyond intelligence and personality? A multitheoretical perspective. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 114(4), 772–790. https://doi.org/10.1037/edu0000666
q3 · i? · associational · r2
Among the motivational constructs examined in the Flemish seventh-grade sample, "academic self-concept proved to relate most strongly to achievement," with the other named constructs each explaining a unique portion of variance. No per-construct effect sizes are printed in the available text.
"In particular, academic self-concept proved to relate most strongly to achievement, while achievement goals, achievement motivation, autonomous motivation, and effort beliefs additionally explained a unique portion of the variance in academic achievement."
Discussion¶
Learner Variables¶
- Academic Self-Concept — predictor: learners who differ on it differ in outcomes
- Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes
- Motivation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Task value predicted cognitive and regulatory strategy use but not classroom grades, whereas self-efficacy predicted grades in all three subjects — related
- In 14 countries, a cubic effect of autonomous motivation best fit the motivation-achievement relation, explaining 10.7% of achievement variance (an 8.1% increase over the additive model) — related
- Self-concept and value beliefs emerge as equally important predictors of teacher-rated behavioral engagement — related
- Math self-concept is a stronger predictor of math achievement, whereas value beliefs are stronger predictors of self-reported effort — related
- Motivational processes explain unique variance in achievement beyond intelligence and personality, totaling about a quarter of explained variance — related
- Intelligence and need for cognition are strong predictors of academic achievement in Flemish seventh graders — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
academic-self-concept-strongest-motivational-predictor |
title |
Academic self-concept relates most strongly to achievement, with achievement goals, achievement motivation, autonomous motivation, and effort beliefs each adding unique variance |
description |
Academic self-concept relates most strongly to achievement, with achievement goals, achievement motivation, autonomous motivation, and effort beliefs each adding unique variance |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lavrijsen-2022 |
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