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ERIC Number: EJ1449149
Record Type: Journal
Publication Date: 2025-Mar
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-2928
EISSN: EISSN-1878-5174
The Reciprocal Effects of Learning Motivation, Perceived Academic Self-Efficacy and Academic Performance in Adolescence: A Four-Wave Longitudinal Study
Gaetana Affuso; Anna Zannone; Concetta Esposito; Grazia De Angelis; Mirella Dragone; Maddalena Pannone; Maria Concetta Miranda; Serena Aquilar; Dario Bacchini
European Journal of Psychology of Education, v40 n1 Article 6 2025
The purpose of this study was to observe how within-person variation in motivation, self-efficacy and academic performance scores are correlated or can be predicted. The reciprocal association between these variables was analysed through a four-wave longitudinal study and a within-person analytical approach (random intercept cross-lagged panel model, RI-CLPM). A total of 932 adolescents, 417 boys and 515 girls (M[subscript age] = 14.34 years, SD = 0.90) enrolled in the first year of high school (9th grade) participated in the study. Questionnaires on motivation and self-efficacy were administered once a year for four years. At the end of each school year, teachers' evaluations of students' academic performance, expressed in school grades, were collected. The cross-lagged paths of the RI-CLPM suggested that higher-than-expected self-reported levels of self-efficacy were associated with above-average levels of motivation one year later and vice versa. In addition, adolescents who reported higher-than-expected levels of self-efficacy showed above-average levels of academic performance one year later and vice versa, and only adolescents who reported higher-than-expected levels of academic performance had above-average levels of motivation, but not vice versa. However, a mediation analysis revealed an indirect role of motivation in academic performance through self-efficacy. Implementing projects that strengthen motivation and self-efficacy can thus reduce the risk of poor academic performance and leaving school. Preventing young people from dropping out of school can help promote lifelong learning opportunities for all.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools; Grade 10; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A