Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children

The present study examined the link between general school-related learning motivation and competence beliefs in elementary school children. In a cross-sequential design, the populations of four German elementary schools (total N = 789) were examined over a two-year period. Children completed self-report questionnaires every six months. Absolute (i.e. mean-level) and relative (i.e. correlational) changes in both variables were examined longitudinally. The results show that learning motivation and competence beliefs decreased over the elementary school years. Childrenʹs competence beliefs were moderately to strongly associated with their learning motivation. No evidence for causal determination of learning motivation through ability perception or vice versa was found at any point in time. Results are discussed with regard to practical consequences for teachers and researchers.