Liu Meimei, Vu TuongVan, van Atteveldt Nienke, Meeter Martijn
Department of Educational and Family Studies, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands.
LEARN! Research Institute, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands.
J Intell. 2023 Jul 4;11(7):133. doi: 10.3390/jintelligence11070133.
Many theories of motivation suggest that motivation and academic achievement reinforce each other over time, yet few longitudinal studies have examined behavioral pathways that may mediate interplay from motivation to achievement. Moreover, empirical studies so far have mostly focused on Western countries. In this study, we first examined whether students' value of education, as a measure of motivation, is reciprocally related to achievement (class rank and self-rated performance) in a sample of junior high schoolers in an East-Asian country (N = 3445, Korean Youth Panel Study). We tested this reciprocity using different statistical models. Second, we investigated whether the relation between motivation and achievement was mediated by time invested in learning. Reciprocal effects between value of education and academic achievement were found in classic cross-lagged panel models, but only unilateral effects (from achievement to value of education) were found when we used random-intercept and random-curve cross-lagged panel models. Adding the time investment variable, a reciprocal effect between value of education, time investment, and academic achievement was not found with the random-intercept model. In conclusion, the reciprocity between of motivation and achievement are more elusive than previous research suggested; further studies should be dedicated to scrutinizing its existence with various statistical models.
许多动机理论表明，随着时间的推移，动机和学业成绩会相互促进，但很少有纵向研究考察可能介导从动机到成绩相互作用的行为途径。此外，迄今为止的实证研究大多集中在西方国家。在本研究中，我们首先在一个东亚国家的初中生样本（N = 3445，韩国青年面板研究）中检验了作为动机衡量指标的学生教育价值观是否与成绩（班级排名和自我评定表现）相互关联。我们使用不同的统计模型来检验这种相互关系。其次，我们调查了动机与成绩之间的关系是否由学习投入时间介导。在经典交叉滞后面板模型中发现了教育价值观与学业成绩之间的相互影响，但当我们使用随机截距和随机曲线交叉滞后面板模型时，只发现了单向影响（从成绩到教育价值观）。加入时间投入变量后，随机截距模型未发现教育价值观、时间投入和学业成绩之间的相互影响。总之，动机与成绩之间的相互关系比以往研究表明的更难以捉摸；未来的研究应致力于用各种统计模型仔细审查其存在情况。
