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 compe-tence on subsequent academic achievement among second- and third-grade stu-dents 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 sup-ported 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 compe-tence influenced subsequent academic achievement