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Version 1.1 – Updated August 2021

Motivation

Overview

  • Influence: Motivation
  • Domain: Student
  • Sub-Domain: Beliefs, attitudes, and dispositions
  • Potential to Accelerate Student Achievement: Likely to have positive impact
  • Influence Definition: There are many internal and external factors that motivate and energize students to be continually interested and committed to school learning or to make an effort to attain a goal.

Evidence

  • Number of meta-analyses: 16
  • Number of studies: 1,288
  • Number of students: 26,049,843
  • Number of effects: 4,625
  • Effect size: 0.38

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Educational Psychology Review Crede & Niehorster USA Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences 2012 Adjustment to college on achievement 156 44,668 156 0.28
American Educational Research Journal Uguroglu & Walberg USA Motivation and Achievement: A Quantitative Synthesis 1979 Motivation 40 36,946 232 0.34
Journal of Personality and Social Psychology Findley & Cooper USA Locus of Control and Academic Achievement: A Literature Review 1983 Internal locus of control 98 15,285 275 0.36
ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE     Schiefele, Krapp, & Schreyer Germany Metaanalyse des Zusammenhangs von Interesse und schulischer Leistung. (Meta-analysis of the relation between interest and academic achievement) 1993 Interest and achievement 21 0 121 0.65
The Factors Effecting Student Achievement Cogaltay Turkey The Effect of Locus of Control on Student Achievement 2017 Locus of control 23 18,918 23 0.04
Learning and Individual Differences Crede & Phillips USA A meta-analytic review of the Motivated Strategies for Learning Questionnaire 2011 Motivation strategies 67 19,900 2,158 0.24
Psychological Bulletin Cerasoli, Nicklin, & Ford USA Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis 2014 Intrinsic motivation 125 196,778 125 0.47
The Factors Effecting Student Achievement Ozen Turkey The Effect of Motivation on Student Achievement 2017 Motivation 205 772,903 205 0.56
Journal of Business Psychology Bauer, Orvis, Ely, & Surface USA Re-Examination of Motivation in Learning Contexts: Meta-Analytically Investigating the Role Type of Motivation Plays in the Prediction of Key Training Outcomes 2016 Motivation 136 25,012 136 0.10
Research Quarterly for Exercise and Sport Chen, Chen & Zhu USA Are K–12 Learners Motivated in Physical Education? A Meta-Analysis 2013 Motivation on physical education outcomes 29 0 283 0.43
Psychological Bulletin von Stumm & Ackerman England Investment and Intellect: A Review and Meta-Analysis 2013 Investment in learning 112 22,621 77 0.24
Journal of Educational Psychology Whitley & Frieze USA Children's causal attributions for success and failure in achievement settings: A meta-analysis. 1985 Success vs. failure attributions 25 0 25 0.56
Genetic, Social, and General Psychology Monographs Kalechstein & Nowicki USA A meta-analytic examination of the relationship between control expectancies and academic achievement: An 11-year follow-up to Findley and Cooper 1997 Internal locus of control 78 58,142 261 0.23
Journal of Educational Psychology Schwinger, Wirthwein, Lemmer & Steinmayr Germany Academic Self-Handicapping and Achievement: A Meta-Analysis 2014 (Lack of) Self-handicapping on achievement 36 25,550 49 0.47
Moller et al. Germany 2021 Motivation on achievement 125 24,813,120 487 0.42
Journal Psikodimensia Waluyohadi India Meta-analysis study of achievement motivation and academic achievement 2019 Achievement motivation 12 0 12 0.70
TOTAL/AVERAGE 1,288 26,049,843 4,625 0.38

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 5 5 5 5 5
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