Motivation and Academic Achievement in K–12 Advanced Learners: A Meta-Analysis of Expectancies and Values

• In Event: Developing Psychosocial Skills

Abstract

This meta-analysis summarizes 155 effect sizes from 32 studies (N=23,340) to examine the relationship between motivation and achievement for K-12 advanced learners. Applying a lens of expectancy-value theory, we found meta-correlations between expectancy (r=.299) and value (r=.119) with achievement. The combined expectancy/value correlation was then calculated (r=.220) and meta-regression was conducted to address substantial heterogeneity. Potential moderators included motivational construct, sample size, grade band, advanced population category, study location, and domain specificity; but only the motivational construct category produced a significant effect (F(1, 153)=52.35, p<.001) on the achievement-motivation relationship. Implications for research and practice with advanced student populations were discussed.

Authors

• Maryann R. Hebda

• Tracey N. Sulak, Baylor University