The relative importance of intelligence and motivation as predictors of school achievement: A meta-analysis

Kriegbaum, Katharina; Becker, Nicolas; Spinath, Birgit

doi:10.1016/j.edurev.2018.10.001

Cited by 156 publications

(119 citation statements)

References 124 publications

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“…School-related motivation, in particular intrinsic motivation, decreases from late childhood through adolescence (Gottfried et al, 2007;Otis et al, 2005;Spinath & Spinath, 2005; but see Guay et al, 2020). Given the previously documented central role of schoolrelated motivation for academic outcomes (Gottfried et al, 2007;Kriegbaum et al, 2018), understanding the mechanisms underlying this developmental trend seems highly relevant and is an important prerequisite for developing interventions that may prevent loss in academic motivation and thereby improve academic attainment. In the present study, we examined the dynamic interplay of school-related achievement motivation with daily experiences of academic success and failure in a smartphone-based ambulatory assessment study with school children of Grade 5, which allowed us to target within-person processes in children's everyday lives directly after the transition to secondary school.…”

Section: Introductionmentioning

confidence: 99%

Dynamic Reciprocal Relations of Achievement Goals with Daily Experiences of Academic Success and Failure: An Ambulatory Assessment Study

Neubauer¹,

Schmidt²,

Schmiedek³

et al. 2020

Preprint

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Achievement goals have been linked to achievement in various educational settings. The present work explored day-to-day variations in achievement goal orientations (mastery, performance-approach, performance-avoidance) and their associations with intrinsic motivation in school and daily experiences of success and failure. Ambulatory assessment data from 108 students in Grade 5 were collected, with daily assessments of achievement goal orientations in the morning, intrinsic motivation at school, and end-of-day reports of academic success and failure. Multilevel models showed that children reported more intrinsic motivation and more success on days when they reported greater mastery goal orientation. Mastery goal orientations were also linked to better academic achievement one year later. Performance-avoidance orientation was associated with more failure on the same day. Dynamic structural equation models indicated reciprocal associations between goal orientations and experiences of success and failure across days. Findings suggest meaningful within-person dynamics among goals orientations and daily academic success and failure.

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Section: Introductionmentioning

confidence: 99%

Dynamic Reciprocal Relations of Achievement Goals with Daily Experiences of Academic Success and Failure: An Ambulatory Assessment Study

Neubauer¹,

Schmidt²,

Schmiedek³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…There is also some evidence that intrinsic motivation is associated negatively with amotivation and reciprocally determines school achievement [ 25 ]. A meta-analysis found that 16.6% of the variance in school achievement was uniquely explained by motivation [ 22 , 24 , 25 , 26 ].…”

Section: Introductionmentioning

confidence: 99%

Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

Kuśnierz

Rogowska

Павлова

2020

IJERPH

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Background: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. Methods: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). Results: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. Conclusions: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.

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“…Some studies show that gender does not have such a significant effect on school success and the development of cognitive abilities, as the article [11] summarizes 74 studies (N = 80,145), which simultaneously studied the predictive power of intelligence and motivation for school achievements. The authors claim that no significant values were found for class level, school uniform or gender.…”

Section: Discussionmentioning

confidence: 99%

Design of The Learning Environment Considering the Gender Characteristics of Students

et al. 2020

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In this study, the motivation and cognitive characteristics of students in the implementation of a gender-based approach to teaching and their consideration in the educational process of boys and girls are presented. The purpose of the study is to verify empirically the effectiveness of the design of the learning environment considering the gender characteristics of students by analyzing the cognitive characteristics of children studying in different types of classes. In the study, the following methods were used: “Amthauer Intelligence Structure Test” adapted by L. A. Yasyukova , “Test for assessing the formation of reading skills”, “Test for assessing the independence of thinking”, test “Determining the level of school motivation and emotional attitude to learning (Spilberg-Andreeva)”, as well as observation, comparison and assessment. It is shown that children studying in same-sex classes show a higher motivation for learning; their cognitive abilities manifest themselves differently than in mixed classes.

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The relative importance of intelligence and motivation as predictors of school achievement: A meta-analysis

Cited by 156 publications

References 124 publications

Dynamic Reciprocal Relations of Achievement Goals with Daily Experiences of Academic Success and Failure: An Ambulatory Assessment Study

Dynamic Reciprocal Relations of Achievement Goals with Daily Experiences of Academic Success and Failure: An Ambulatory Assessment Study

Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

Design of The Learning Environment Considering the Gender Characteristics of Students

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