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Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity

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  • Nieves Moyano

    (Department of Evolutionary Psychology and Education, Faculty of Humanities and Science Education, University of Jaén, 23009 Jaén, Spain)

  • Alberto Quílez-Robres

    (Department of Sciences Education, Faculty of Humanities and Science Education, University of Zaragoza, 50001 Zaragoza, Spain)

  • Alejandra Cortés Pascual

    (Department of Sciences Education, Faculty of Education, University of Zaragoza, 50001 Zaragoza, Spain)

Abstract

The goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and literature and mathematics. We also analyzed the mediating role of cognitive factors. We recruited a sample of 133 primary education students (aged 6–9 years old) (47.6% girls, 52.6% boys), to whom various measures of the above-indicated variables were administered. Several predictive models were tested through a mediational regression analysis. The results indicated the relevance of intrinsic motivation together with self-esteem as predictors of academic achievement mediated by the cognitive abilities verbal fluency and reasoning. These relationships differed depending on the specific subject. We discuss the educational implications of these findings and emphasize, on the one hand, that academic achievement depends on both cognitive and non-cognitive factors and, on the other hand, the malleability of cognitive factors, as they seem to improve based on motivation and self-esteem.

Suggested Citation

  • Nieves Moyano & Alberto Quílez-Robres & Alejandra Cortés Pascual, 2020. "Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity," Sustainability, MDPI, vol. 12(14), pages 1-14, July.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:14:p:5768-:d:385999
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    References listed on IDEAS

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    1. Carolien Van Soom & Vincent Donche, 2014. "Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement," PLOS ONE, Public Library of Science, vol. 9(11), pages 1-13, November.
    2. Olli Kiviruusu & Noora Berg & Taina Huurre & Hillevi Aro & Mauri Marttunen & Ari Haukkala, 2016. "Interpersonal Conflicts and Development of Self-Esteem from Adolescence to Mid-Adulthood. A 26-Year Follow-Up," PLOS ONE, Public Library of Science, vol. 11(10), pages 1-17, October.
    3. Walters, Glenn D. & Mandracchia, Jon T., 2017. "Testing criminological theory through causal mediation analysis: Current status and future directions," Journal of Criminal Justice, Elsevier, vol. 49(C), pages 53-64.
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    Cited by:

    1. Alberto Quílez-Robres & Nieves Moyano & Alejandra Cortés-Pascual, 2021. "Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children," IJERPH, MDPI, vol. 18(13), pages 1-15, June.

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