Relations between mathematics achievement and motivation in students of diverse achievement levels

Abstract

Due to the diverse achievement experiences of students with diverse achievement levels in heterogeneous primary school classrooms, the relations between motivation and achievement may develop differentially depending upon achievement level. This study investigated the relations between several core aspects of motivation for mathematics – self-efficacy, self-concept, task value, and mathematics anxiety – and achievement with particular attention for potential differences between students of diverse achievement levels. Participants (N = 4306 students of grade 2–6) completed a standardised mathematics achievement test at T1 and T3 and a mathematics motivation questionnaire at T2. T1 achievement positively predicted perceived competence (self-efficacy and self-concept combined) and task value and negatively predicted mathematics anxiety. Only perceived competence had a significant effect on T3 achievement after controlling for T1 achievement and working memory, and partially mediated the relation between previous and subsequent achievement. This pattern of effects was largely similar across the full range of achievement levels, although the effect of previous achievement on perceived competence was stronger within the subsample of average-achieving students. These findings highlight the unique contribution of perceived competence in predicting subsequent achievement across students of diverse achievement levels in primary school.