Self-concept and self-determination theory: math self-concept, motivation, and grades in elementary school children

ABSTRACT

Based upon self-concept and self-determination theory, the present study aimed to examine the measurement separability of young children’s math self-concept (MSC) and six specific types of motivation, namely, intrinsic motivation (INTR), integrated motivation (INTEG), identified motivation (IDENT), introjected motivation, extrinsic motivation (EXTR), and amotivation (AMOT). Moreover, the relations between these constructs and math grades (MGs) were explored. Participants were 397 elementary school children from Grade 4. Results provided support for the measurement separability of these six types of motivation, but not for a strong differentiation between these specific types of motivation and MSC. In addition, there were significantly positive relations of MSC, INTR, INTEG, IDENT, and MG, while significantly negative relations of MSC, EXTR, and AMOT appeared. Support for these relations was also evidenced by further regression analyses irrespective of the direction of the variables. The strongest relations were found for MSC and MGs.

KEYWORDS:

• Self-concept
• motivation
• education

Acknowledgements

I thank all children, teachers, and student assistants who contributed to this study, and I am especially grateful to Mara Krone for her comments and proof read of this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Annette Lohbeck is a doctor of Science who manages the Deputy professorship for Empirical Educational Research at the University of Vechta. Her research interests include the development of children’s self-concepts, motivation, and learning behaviour at elementary school years.