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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, the reciprocal effect between value of education, time investment, and academic achievement was 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. [ABSTRACT FROM AUTHOR]

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, the reciprocal effect between value of education, time investment, and academic achievement was 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.

Sex differences in mathematics achievement have been a controversial topic in educational psychology for a long time. This study sheds light on the developmental aspects of sex differences in math achievement and domain-specific motivational variables such as self-concept and interest. Using a Reciprocal Effects Model (REM), we analyzed 2,342 German fifth to seventh grade students who participated in a large-scale longitudinal study. Math self-concept was validated as a consistent predictor of subsequent achievement and interest for both sexes, supporting the self-enhancement part of the REM using test-scores and teacher-assigned grades. However, math achievement affects subsequent self-concept inconsistently (i.e., the skill development part). Although the bivariate relationships between the constructs were homogeneous across sex and over time, there were large sex differences in the motivational constructs, but not in the achievement measure regardless of achievement measures. The present findings underline the importance of considering both the mean and the covariance structure when describing sex differences in academic achievement. In addition, they also stress the impact of motivational constructs on educational achievement, which also have implications for sex-specific intervention programs in general. [ABSTRACT FROM AUTHOR]