ArticleThe British journal of educational psychology2025
Does motivation lead to academic success, or conversely? Reciprocal relations between autonomous and controlled motivation, and mathematics achievement.
Article in The British journal of educational psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Educational Trajectories and Academic Achievement from Primary to Secondary Education: A Systematic Review of Individual, Family, School, and Contextual Factors.Behavioral sciences (Basel, Switzerland) · 2026Review
- Controlled motivation and physics achievement: a serial mediation analysis through self-efficacy and learning strategies in Chinese high school students.Frontiers in psychology · 2026Article
- Exploring the Role of Sleep and Physical Activity in Academic Stress, Motivation, Self-Efficacy, and Dropout Intention Among Italian University Students.European journal of investigation in health, psychology and education · 2025Article
- Does motivation lead to academic success, or conversely? Reciprocal relations between autonomous and controlled motivation, and mathematics achievement.The British journal of educational psychology · 2025Article
- The emotional and motivational costs of poorly delivered academic feedback.Frontiers in psychology · 2025Article
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Authors and funding
3 authors.
Funding
Abstract
backgroundWhile it's clear that autonomous motivation significantly boosts academic success, there are conflicting findings regarding the opposite relation. Besides, the reciprocal relations among controlled motivation and achievement present mixed results. Adequately distinguishing between variations among individuals and within individuals results key to acknowledge such relations.
aimThis longitudinal study examines the reciprocal relations between controlled and autonomous forms of motivation and academic achievement using the RI-CLPM methodology. SAMPLE: Participants were 1042 high school students (M = 16 years, 52% male adolescents) from 16 different high schools in urban and rural areas.
methodsA random intercept cross-lagged panel model (RI-CLPM) was tested to estimate whether students' autonomous and controlled motivation predicted achievement and/or vice versa. Independent models were estimated for the two types of motivation.
resultsOverall, the RI-CLPM results indicated a unidirectional relationship between autonomous motivation and achievement. As for controlled motivation, the results of RI-CLPM models showed no reciprocal relationship between this type of motivation and achievement.
conclusionsThese results underline the importance of taking within- and between-person processes into account when analysing reciprocal relations and provide crucial insights for enhancing student motivation and achievement in diverse educational contexts.
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