The importance of motivation as a predictor of school achievement

By R. Steinmayr, Birgit Spinath. 2009

591 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/64f60580da99e70674d42ef9cb6862a33ca208d0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. R. Steinmayr
2. Birgit Spinath
3. B. Thompson
4. Linda Reichwein Zientek
5. Christine Eckert
6. F. Preckel
7. Benedikt Hell
8. Franziska T. Fischer

In Social Psychology

1. R. Steinmayr
2. B. Thompson
3. Linda Reichwein Zientek
4. Birgit Spinath
5. Christine Eckert
6. P. Bressoux
7. Nadia Leroy
8. Franziska T. Fischer

Citations in the corpus

• A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “…coded for the type of motivation measure, domain-specific (reading motivation) or domain-general, as some researchers have posited that academic motivation should be operationalized as domain-specific because it relies on situation or context (see Pintrich et al., 1993; Steinmayr & Spinath, 2009).”
• The effect of personality traits on academic performance: The mediating role of academic motivation (2012, background): “There is ample evidence (e.g., Robinson, 2003; Steinmayr & Spinath, 2009) on the significant correlations between academic motivation and academic performance.”
• Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France (2016, background): “Autonomous types of motivation are associated with positive academic (Gottfried, Fleming, & Gottfried, 1994; Gottfried, Marcoulides, Gottfried, Oliver, & Guerin, 2007; Steinmayr & Spinath, 2009), behavioral, cognitive and emotional consequences (e.g., Vallerand, 1997).”
• The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions (2013, background): “Thus, in line with past research (Crombie et al. 2005; Steinmayr and Spinath 2009), our results suggest that, even when achievement goals predict grades and career intentions, expectancies have a stronger direct association with grades, and task-values are most directly associated with career intent”
• The impacts of teacher's efficacy and motivation on student's academic achievement in science education among secondary and high school students (2018, background): “Steinmayr and Spinath (2009) performed a research and reported the significant relation between need for achievement and student performance.”
• Gender differences in school success: what are the roles of students’ intelligence, personality and motivation? (2014, background): “For intrinsic or interest values, the relation to school achievement is weak to moderate (r = 0.20–0.30; MA/LR: Schiefele, Krapp, and Winteler 1992; e.g. Gottfried 1985, 1990; Steinmayr and Spinath 2007, 2009).”