The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success

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Factors Affecting Mathematics Performance of Junior High School Students (2019, background): “The study of Seaton et al. (2014) suggests that motivated students and those with high academic selfconcepts perform better academically.”
Quest for the best non-cognitive predictor of academic achievement (2014, background): “Clearly, mastery goal’s correlations with academic achievement are significant while the correlation of the performance-avoidance goal orientation is smaller and similar in size to the findings reported above (Seaton et al., 2014).”
The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, background): “…was investigated longitudinally, with adolescents aged 11-17, correlations ranged from 0.42 to 0.50 and was the only variable to remain significant, even after several variables (e.g. mathematics performance approach goal orientation) were included in a single model (Seaton et al., 2014).”
Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks (2017, background): “generalizability of the REM since reciprocal relations between self-concept and achievement have been found with Australian (Seaton et al., 2014), US-American (Marsh & O’Mara, 2008a), German (Marsh, Trautwein et al.”