Skip to main content
SpringerLink
Log in

Self-Concept and Motivation during Adolescence: Their Influence on School Achievement

  • Chapter
The Self in European and North American Culture: Development and Processes

Part of the book series: NATO ASI Series ((ASID,volume 84))

  • 236 Accesses

Abstract

Lack of motivation at school is a common complaint by teachers to justify bad school performances and dropouts. The importance of motivation is also shared by researchers ho give particular attention to the importance of motivational variables in school settings. The motivational variables selected for the present study were achievement motivation and academic self-concept, largely studied during the past thirty years (Ames & Ames, 1984; Atkinson, 1983; Boekaerts, 1986; Byrne, 1984; Covington, 1984; Dweck & Elliott, 1983; Harter, 1983; Heckhausen, Schmalt, & Schneider, 1985; Hermans, 1969, 1980; McClelland, 1985; Marsh, 1989, 1990a, 1990c; Shavelson & Bolus, 1982; Weiner, 1980; Wylie, 1979)

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 259.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 329.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 329.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Ames, R.E., & Ames, C. (1984). Research on Motivation in Education: Student Motivation (Vol. I). New York: Academic Press.

    Google Scholar 

  • Atkinson, J.W. (1983). Personality, Motivation and Action. New York: Praeger.

    Google Scholar 

  • Atkinson, J.W., & Raynor, J.O. (1974). Motivation and Achievement. Washington D.C.: Winston.

    Google Scholar 

  • Atkinson, J.W., Lens, W., & O’Malley, P.M. (1976). Motivation and ability: Interactive psychological determinants of intellective performance, educational achievement and each other. In W.M. Sewel, R.M. Mauser, & D. L. Featherman (Eds.), Schooling and Achievement in American Society. New York: Academic Press.

    Google Scholar 

  • Bachman, G.J., & O’Malley, P.M. (1986). Self-concepts, self-esteem, and educational experiences: The frog-pond revisited (again). Journal of Personality and Social Psychology, 50, 35–46.

    Article  Google Scholar 

  • Boekaerts, M. (1986). Motivation in theories of learning. International Journal of Educational Research, 10, 129–141.

    Google Scholar 

  • Byrne, B.M. (1984). The general/academic self-concept nomological network: A review of construct validation research. Review of Educational Research, 54, 427–456.

    Article  Google Scholar 

  • Byrne, B.M. (1988). Self-concept / academic achievement relations: An investigation of dimensionality, stability, and causality. Canadian Journal of Behavioural Science, 18, 173–186.

    Article  Google Scholar 

  • Calsyn, R., & Kenny, D. (1977). Self-concept of ability and perceived evaluations by others: Cause or effect of academic achievement? Journal of Educational Psychology, 69, 136–145.

    Article  PubMed  Google Scholar 

  • Covington, M.V. (1984). The motive of self-worth. In R.E. Ames, & C. Ames (Eds.). Research on Motivation in Education: Student Motivation (Vol. I, pp. 78–113). New York: Academic Press.

    Google Scholar 

  • de Charms, R. (1984). Motivation enhancement in educational settings. In R.E. Ames & C. Ames (Eds.). Research on Motivation in Education: Student Motivation, Vol I. (pp. 275–310). New York: Academic Press.

    Google Scholar 

  • Dweck, C.S., & Elliott, E.S. (1983). Achievement motivation. In P.H. Mussen (Ed.), Handbook of Child Psychology (Vol. IV, pp. 643–691). New York: Wiley.

    Google Scholar 

  • Faria, L., & Fontaine, A.M. (1990). Avaliação do Conceito de si próprio de adolescentes: Adaptação do SDQ I de Marsh á população portuguesa. [Evaluation of self-concept in adolescence: Adaptation of Marsh’s SDQ to Portuguese pupils]. Cadernos de Consulta Psychológica, 6, 97–105.

    Google Scholar 

  • Fontaine, A.M. (1988). Motivação e realização escolar em função do contexto social. [Motivation and school achievement in different social contexts]. Revista Portuguesa de Pedagogia, XXII, 313–336.

    Google Scholar 

  • Fontaine, A.M. (1990a). Motivation pour la Réussite Scolaire. [Motivation and School Achievement]. Lisbon: I.N.I.C.

    Google Scholar 

  • Fontaine, A.M. (1990b). Teste de motivação para a realização de H.J.M. Hermans: Adaptação para jovens Portugueses. [Achievement motivation test by H.J.M. Hermans: Adaptation to Portuguese adolescents]. Psychologica, 4, 81–103.

    Google Scholar 

  • Fontaine, A.M. (1991a). Desenvolvimento do conceito de si próprio e realização escolar na adolescência. [Development of self-concept and school achievement during adolescence]. Psychologica, 5, 13–31.

    Google Scholar 

  • Fontaine, A.M. (1991b). O conceito de si próprio no ensino secundário: Processo de desenvolvimento diferencial. [Self-concept in secundary school: Process of differential development]. Cadernos de Consulta Psicológica, 7, 33–54.

    Google Scholar 

  • Fontaine, A.M. (1991c). Impact of social context on the relationship between achievement motivation and anxiety, expectations, or social conformity. Personality and Individual Differences, 12, 457–466.

    Article  Google Scholar 

  • Hansford, B.C., & Hattie, J.A. (1982). The relationship between self and achievement/performance measures. Review of Educational Research, 52, 123–142.

    Article  Google Scholar 

  • Harter, S. (1983). Developmental perspectives on the self-system. In M. Hetherington (Ed.), Handbook of Child Psychology: Social and Personality Development. New York: Wiley.

    Google Scholar 

  • Heckhausen, H., Schmalt, H.D., & Schneider, K. (1985). Achievement Motivation in Perspective. New York: Academic Press.

    Google Scholar 

  • Hermans, H.J.M. (1969). The validity of different strategies of scale construction in predicting academic achievement. Educational and Psychological Measurement, 29, 877–883.

    Article  Google Scholar 

  • Hermans, H.J.M. (1980). Prestatie Motief en Faalangst in Gezin and Onderwijs— Tevens Handleiding bij the Prestatie Motivatie Test voor Kinderen (PMT-K). [Manual of Achievement Motivation Test for Children: PMT-K]. Amsterdam: Swets & Zeitlinger, B.U.

    Google Scholar 

  • Jöreskog, K.G., & Sörbom, D. (1988). LISREL VII: A Guide to the Program and Applications. Chicago: SPSS, Inc.

    Google Scholar 

  • Lens, W. (1987). Future time perspective, motivation, and school performance. In E. De Corte, J. Lodewijks, R. Parmentier, & P. Span (Eds.), Learning and Instruction. European Research in an International Context, Vol I. Leuven & Oxford: Leuven University Press & Pergamon Press.

    Google Scholar 

  • Marsh, H.W. (1984a). Self Description Questionnaire: Age and sex effects in the structure and level of self-concept for preadolescent children. Journal of Educational Psychology, 76, 940–956.

    Article  Google Scholar 

  • Marsh, H.W. (1984b). Relations among dimensions of self-attribution, dimensions of self-concept, and academic achievement. Journal of Educational Psychology, 76, 1291–1308.

    Article  Google Scholar 

  • Marsh, H.W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79, 280–295.

    Article  Google Scholar 

  • Marsh, H.W. (1988a). Self Description Questionnaire: A Theoretical and Empirical Basis for the Measurement of Multiple Dimensions of Preadolescent Self-Concept—A Test Manual and a Research Monograph. New York: Psychological Corporation.

    Google Scholar 

  • Marsh, H.W. (1988b). Causal effect of academic self-concept on academic achievement: a reanalysis of Newman (1984). Journal of Experimental Education, 56, 100–104.

    Google Scholar 

  • Marsh, H.W. (1989). Age and sex effects in multiple dimensions of self-concept: preadolescence to adulthood. Journal of Educational Psychology, 81, 417–430.

    Article  Google Scholar 

  • Marsh, H.W. (1990a). The structure of academic self-concept: the Marsh/Shavelson model. Journal of Educational Psychology, 82, 623–636.

    Article  Google Scholar 

  • Marsh, H.W. (1990b). Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82, 646–656.

    Article  Google Scholar 

  • Marsh, H.W. (1990c). A multidimensional, hierarchical self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77–172.

    Article  Google Scholar 

  • Marsh, H.W. (1992). Content specificity of relations between academic achievement and academic self-concept. Journal of Educational Psychology, 84, 35–42.

    Article  Google Scholar 

  • Marsh, H.W., Byrne, B.M., & Shavelson, R.J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366–380.

    Article  Google Scholar 

  • McClelland, D.C. (1985). Human Motivation. Dallas: Scott, Foresman, & Cie.

    Google Scholar 

  • Muller, J.L., Gullung, P., & Bocci, V. (1988). Concept de soi et performance scolaire: Une méta-analyse. [Self-concept and school performances: A meta-analysis]. L’Orientation Scolaire et Professionnelle, 17, 53–69.

    Google Scholar 

  • Prawat, R., Hampton, J., & Jones, H. (1979). Longitudinal study of attitude development in pre, early and late adolescent samples. Journal of Educational Psychology, 71, 3, 363–369.

    Article  Google Scholar 

  • Shavelson, R.J., & Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74, 3–17.

    Article  Google Scholar 

  • Skaalvik, E.M., & Hagtvet, K.A. (1990). Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective. Journal of Personality and Social Psychology, 58, 292–307.

    Article  Google Scholar 

  • Weiner, B. (1980). Human Motivation. NY: Holt, Rinehart, & Wilson.

    Google Scholar 

  • Wylie, R.C. (1979). The Self-Concept (Vol II). Lincoln: University of Nebraska Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Porto State University, Portugal

    Anne Marie Fontaine

Authors
  1. Anne Marie Fontaine
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Psychology, University of Southampton, Southampton, UK

    Annerieke Oosterwegel

  2. Department of Psychology, University of Bielefeld, Bielefeld, Germany

    Robert A. Wicklund

Rights and permissions

Reprints and permissions

Copyright information

© 1995 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Fontaine, A.M. (1995). Self-Concept and Motivation during Adolescence: Their Influence on School Achievement. In: Oosterwegel, A., Wicklund, R.A. (eds) The Self in European and North American Culture: Development and Processes. NATO ASI Series, vol 84. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-0331-2_16

Download citation

  • DOI: https://doi.org/10.1007/978-94-011-0331-2_16

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-010-4146-1

  • Online ISBN: 978-94-011-0331-2

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation