Meta-analytic longitudinal evidence shows achievement affects later motivation about twice as strongly as motivation affects later achievement, with both pooled effects small¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a recent meta-analysis of longitudinal studies, the pooled effect of achievement on motivation (β = .12) was twice the pooled effect of motivation on achievement (β = .06), both small. → Vu 2021

Evidence¶

Vu 2021¶

Vu, T., Magis-Weinberg, L., Jansen, B. R. J., van Atteveldt, N., Jansen, T. W. P. J., Lee, N. C., van der Maas, H. L. J., Raijmakers, M. E. J., Sachisthal, M. S. M., & Meeter, M. (2021). Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09616-7

q3 · i? · review · r2

The review reports Scharmer's (2020) meta-analysis of longitudinal studies published 2011–August 2020, finding "the pooled effect of achievement on motivation was twice ( β = .12) the pooled effect of motivation on achievement ( β = .06)". Both are small effects; no standardized effect size beyond the betas is printed.

"A recent meta-analysis (Scharmer, 2020), which includes such studies that were published between 2011 and August 2020, showed that overall, the pooled effect of achievement on motivation was twice ( β = .12) the pooled effect of motivation on achievement ( β = .06), though both are what is conventionally considered a small effect."

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Positive teacher–student relationships are associated with greater student engagement and, more weakly, with achievement — related