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The relationship between motivation and academic success has been better established with older children and adults than with younger children. As part of a larger project, the purpose of this study was to examine the relation‐ship between classroom motivation and academic achievement in young elementary‐school‐aged children. The participants were 122 first‐grade and 129 third‐grade children from a mid‐sized city in the southern United States. The findings from the current study were consistent with previous research in that higher levels of mastery motivation and judgment motivation were found to be related to higher math and reading grades in third graders. However, higher levels of mastery motivation, not judgment motivation, were related to higher math and reading grades in first graders.
Broussard et al. (2004) studied this question.