Development of Motivational Variables and Self-Esteem During the School Career: A Meta-Analysis of Longitudinal Studies

2018/12/21 by Vsevolod Scherrer, Franzis Preckel · 1 voice
Psychology · #Education, Achievement, and Giftedness #Motivation and Self-Concept in Sports #Grit, Self-Efficacy, and Motivation

paper · doi:10.3102/0034654318819127

openalex publication_date 2018/12/21 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/17

Abstract

Theoretical approaches and empirical research suggest a decline in the levels of motivational variables and self-esteem among students during the school career. However, precise statements about the magnitude of the change remain elusive. Conducting a meta-analysis of 107 independent longitudinal studies with 912 effect sizes, we found an overall decrease of Glass’s Δ = −.108 over an average duration of 1.654 years. Change significantly differed by construct with the largest decreases in intrinsic motivation, math and language academic self-concepts, mastery achievement goals, and performance-approach achievement goals. There were no significant mean-level changes in self-esteem, general academic self-concept, academic self-efficacy, and performance avoidance achievement goals. School stage and transition to middle school or high school were not significantly associated with the change. Findings generalized over academic domain and questionnaire used for all constructs except for academic self-concept. The decline was larger in Europe than in North America or Asia.

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Discussions

• 30/ Scherrer, V., & Preckel, F. (2019). Development of Motivational Variables and Self-Esteem During the School Career : A Meta-Analysis of Longitudinal Studies. Review of Educational Research, 89(2), [bsky, 0 points, 1 comments]