The influence of intrinsic motivation and self-concept on academic achievement in second- and third-grade students

This study examined the influence of intrinsic motivation and perceived competence on subsequent academic achievement among second- and third-grade students participating in a national study of students in gifted programs. Measures of intrinsic motivation, perceived competence, and academic achievement were administered near the beginning and end of one school year. Factor analyses supported the internal validity of the intrinsic motivation and perceived competence measures in subgroups of second- and third-grade students and in students in gifted versus regular education programs. Structural equation modeling indicated that intrinsic motivation influenced perceived competence and that perceived competence influenced subsequent academic achievement.