ABSTRACT
Marjorie Seatona*, Philip Parkera, Herbert W. Marshb,c,d, Rhonda G. Cravena and Alexander Seeshing Yeunga
aCentre for Positive Psychology and Education, University of Western Sydney, Sydney, Australia; bCentre for Positive Psychology and Education, University of Western Sydney, Penrith, Australia; cDepartment of Education, University of Oxford, Oxford, UK; dKing Saud University, Riyadh, Saudi Arabia
(Received 21 September 2012; final version received 5 July 2013)
Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a paucity of research testing the longitudinal relations between achievement goal orientations and academic selfconcept with achievement. The present investigation aimed to contribute to addressing these limitations. The sample consisted of 2786 Australian high school students (ages 11-17) measured at four time waves six months apart. Separate models indicated reciprocal relations between mathematics self-concept and achievement and mathematics performance approach goal orientation and achievement. There was little evidence of reciprocal relations between a mastery approach goal orientation and achievement. Juxtaposing the variables, when all were included in a single model, only self-concept had significant reciprocal relationships with achievement.
