The Importance of Motivation as a Predictor of School Achievement

Autor/inn/en	Steinmayr, Ricarda; Spinath, Birgit
Titel	The Importance of Motivation as a Predictor of School Achievement
Quelle	In: Learning and Individual Differences, 19 (2009) 1, S.80-90 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2008.05.004
Schlagwörter	Academic Achievement; Student Motivation; Prediction; Grade 12; High School Students; Adolescents; Grade 11; Self Concept; Mathematics Achievement; German; Intelligence Quotient; Predictor Variables; Values; Goal Orientation; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Schulleistung; Schulische Motivation; Vorhersage; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 11; 11. Schuljahr; Schuljahr 11; Selbstkonzept; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Deutscher; Intelligenzquotient; Prädiktor; Wertbegriff; Zielorientierung; Zielvorstellung; Ausland; Deutschland
Abstract	The present study examined to which extent different motivational concepts contribute to the prediction of school achievement among adolescent students independently from intelligence. A sample of 342 11th and 12th graders (age M = 16.94; SD = .71) was investigated. Students gave self-reports on domain-specific values, ability self-perceptions, goals, and achievement motives. Hierarchical regression and relative weights analyses were performed with grades in math and German as dependent variables and intelligence as well as motivational measures as independent variables. Beyond intelligence, different motivational constructs incrementally contributed to the prediction of school achievement. Domain-specific ability self-perceptions and values showed the highest increments whereas achievement motives and goal orientations explained less additional variance. Even when prior achievement was controlled, some motivational concepts still proved to contribute to the prediction of subsequent performance. In the light of these findings, we discuss the importance of motivation in educational contexts. (Contains 8 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10