Testing the Relative Importance of School Success Factors for Achievement: How Important Is Motivation? (Poster 10)

• In Event: AERA Poster Session Saturday 9:50 a.m.
  In Poster Session: Exploring Contextual, Climate, and Social Supports for Motivational Processes

Abstract

We examine the main predictors for scholastic achievement in secondary education to identify what matters most in terms of relative importance. A representative sample of 1387 students and 103 teachers from 30 schools participated in this preregistered, multi-informant, and longitudinal study. We used students’ scores in the national standardized school leaving examination and 36 predictors on the student, class, and school level. The school level explained the least variance in achievement, followed by the class and student levels. Dominance analyses showed that students’ grade-specific self-efficacy and self-concept were the strongest predictors of achievement, followed by cognitive abilities, intrinsic motivation, personal importance, and text anxiety. Teachers’ further education efforts were the most important factor at the class level.

Authors

• Marko Lüftenegger, Universität Wien

• Melanie Sticha, University of Vienna

• Martin Daumiller, Ludwig Maximilian University of Munich

• Stefan Janke, University of Mannheim

• Takuya Yanagida, University of Vienna

• Joy Muth, University of Vienna