Motivation plays an important role in students’ learning and academic performance (Wigfield et al., 2006). The development of task motivation has its onset already in the very beginning of the school career, and individual differences in task motivation start to emerge early on in the school career (Eccles, Wigfield, Harold, & Blumenfield, 1993; Wigfield et al., 1997), after which they show increasing inter-individual stability (Aunola et al., 2006). Various concepts have been used to tap different aspects of motivation among them intrinsic motivation, achievement strategies, task value, motivational beliefs (e.g. concerning ability and effort) and goals. Children’s motivation and learning outcomes are also affected by teachers’ classroom practices and goals.  For example, Anderman et al. (2001) found that students experienced decreases in task values for reading and math if their teachers used performance-oriented instructional practices instead of mastery oriented practices.

The four symposium presentations contribute to previous research by providing insight on the important role of different aspects of motivation on learning at different ages and phases of schooling, i.e., from preschool  to secondary school. In the studies sophisticated quantitative methodology (e.g., multilevel statistical modelling, cross-lagged associations) is applied and in three of the papers longitudinal data sets are employed which allow the authors to look for predictive relations beyond correlations.

In the first paper it was shown that math-related task motivation and mathematic performance showed cross-lagged associations in the preschool year and that reading and math performance predicted subsequent task motivation both directly and via self-concept of ability in a follow-up from 1^st to 7^th grade. The second paper focused on intrapersonal (situation-specific) competence beliefs and their relation to perceived classroom goal structure, and indicated, for instance,  that students who perceived a high performance goal structure reduced effort in the face of difficult tasks. The third paper showed significant group level differences in 2^nd graders’ avoidant strategies, which were related to observed teaching practices. The fourth paper found predictive links between classroom quality (i.e., teaching practices, emotional and instructional support, classroom organization) and preschoolers’ and 1^st graders motivation and skills, and suggested that motivation has a mediating role between classroom practices and skill development. 

                The findings have both practical and educational implications for understanding links between learning and motivation. An important finding emerging from several papers was that relations between motivation and skill development tend to be bidirectional, and that motivation may mediate the relation between individual factors (i.e., child’s prior skills, gender) and contextual factors (i.e., parental education, classroom size, teaching practices, teacher self-efficacy and stress) and achievement or motivational outcomes. The findings suggest that children’s learning motivation is sensitive to teacher’s pedagogical well-being, as well as to classroom quality and goals. The papers point out motivational factors as critical contributors to achievement development in three European countries with slightly different schooling systems and from preschool  to secondary  school.

Wigfield, A. et al. (2006). Development of achievement motivation. In W. Damon & R. Lerner (Series Eds.) Handbook of Child Psychology, 6th Edition, Vol 3, Social, Emotional, and Personality Development (pp. 933-1002). New York: Wiley.