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Empirical Article

Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies

  1. Kou Murayama1,*,
  2. Reinhard Pekrun1,
  3. Stephanie Lichtenfeld1,
  4. Rudolf vom Hofe2

Article first published online: 20 DEC 2012

DOI: 10.1111/cdev.12036

Additional Information

How to Cite

Murayama, K., Pekrun, R., Lichtenfeld, S. and vom Hofe, R. (2012), Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies. Child Development. doi: 10.1111/cdev.12036

Author Information

  1. 1

    University of Munich

  2. 2

    University of Bielefeld

*Correspondence concerning this article should be addressed to Kou Murayama, Department of Psychology, University of Munich, Leopoldstrasse 13 (PF 67), Munich, Germany 80802. Electronic mail may be sent to murakou@orion.ocn.ne.jp.

  1. This study was supported by an Alexander von Humboldt Foundation fellowship (to K. Murayama) and four grants from the German Research Foundation (DFG; to R. Pekrun, Project for the Analysis of Learning and Achievement in Mathematics, PALMA; PE 320/11-1, PE 320/11-2, PE 320/11-3, PE 320/11-4).

Publication History

  1. Article first published online: 20 DEC 2012

Funded by

  • Alexander von Humboldt Foundation
  • German Research Foundation. Grant Numbers: PE 320/11-1, PE 320/11-2, PE 320/11-3, PE 320/11-4

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This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; Mage = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies.

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