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Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children
ARTICLE

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Learning and Instruction Volume 15, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The present study examined the link between general school-related learning motivation and competence beliefs in elementary school children. In a cross-sequential design, the populations of four German elementary schools (total N=789) were examined over a two-year period. Children completed self-report questionnaires every six months. Absolute (i.e. mean-level) and relative (i.e. correlational) changes in both variables were examined longitudinally. The results show that learning motivation and competence beliefs decreased over the elementary school years. Children's competence beliefs were moderately to strongly associated with their learning motivation. No evidence for causal determination of learning motivation through ability perception or vice versa was found at any point in time. Results are discussed with regard to practical consequences for teachers and researchers.

Citation

Spinath, B. & Spinath, F.M. (2005). Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children. Learning and Instruction, 15(2), 87-102. Elsevier Ltd. Retrieved April 22, 2019 from .

This record was imported from Learning and Instruction on February 1, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2005.04.008

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