THE INFLUENCE OF INTRINSIC MOTIVATION AND SELF-CONCEPT ON ACADEMIC-ACHIEVEMENT IN 2ND-GRADE AND 3RD-GRADE STUDENTS

This study examined the influence of intrinsic motivation and perceive d competence on subsequent academic achievement among second- and thir d-grade students participating in a national study of students in gift ed programs. Measures of intrinsic motivation, perceived competence, a nd academic achievement were administered near the beginning and end o f one school year. Factor analyses supported the internal validity of the intrinsic motivation and perceived competence measures in subgroup s of second- and third-grade students and in students in gifted versus regular education programs. Structural equation modeling indicated th at intrinsic motivation influenced perceived competence and that perce ived competence influenced subsequent academic achievement.