Motivation and self-related beliefs as predictors of academic achievement in reading and mathematics: Structural equation models of longitudinal data

This study examines the predictive power of motivational and self-related beliefs on reading and mathematics achievement. A representative sample (N = 2049 12–14-year-olds) was drawn for a large-scale longitudinal programme, with data collected at two measurement points separated by a two-year interval. In the research, two hypothesised models on the mediating role of self-related beliefs and motivational factors have been developed and tested. Results from structural equation modelling reinforced the mediating role of both self-related and motivational factors on academic achievement in Grades 6 and 8, although not each of the expected paths fit the model. Among the non-cognitive factors, self-concept had the highest effect on sixth graders’ achievement and sixth graders’ test results most dominantly determined eighth graders’ achievement.