International Education Journal

Educational Research Conference 2005 Special Issue

contentsBack

download View Complete Article

Acrobat Reader Install Acrobat Reader

The causal ordering of self-concept and academic motivation and its effect on academic achievement


Jasmine Green
SELF Research Centre, University of Western Sydney, Australia
ja.green@uws.edu.au

Genevieve Nelson 
SELF Research Centre, University of Western Sydney, Australia 

Andrew J. Martin 
SELF Research Centre, University of Western Sydney, Australia 

Herb Marsh 
SELF Research Centre, University of Western Sydney, Australia

 

download Read complete article

Abstract

Critical questions in educational psychology research to be addressed in this paper concern the casual relationship between academic self-concept, academic motivation and its effect on academic achievement. Do changes in academic self-concept and academic motivation lead to changes in subsequent academic achievement? Various studies have attempted to answer this question by examining the causal relations between academic self-concept and academic achievement as well as academic motivation and academic achievement. Less integral to research however has been the investigation of the relationship between both academic self-concept and academic motivation and their combined effects on academic achievement. For this reason, this paper aims to elucidate further the relationships among self-concept, motivation and academic achievement by proposing a longitudinal design by which self-concept and motivation are measured from a multidimensional perspective. The theoretical and practical implications of this important question will be discussed. 

Self-concept, academic motivation, causal ordering, academic achievement

top

Green, J., Nelson, G., Martin, A.J. and Marsh, H. (2006) The causal ordering of self-concept and academic motivation and its effect on academic achievement. International Education Journal, 7 (4), 534-546.
http://iej.com.au

All text and graphics © 1999-2006 Shannon Research Press. ISSN 1443-1475.