Academic motivation is an essential predictor of school success in K-12 education. Accordingly, many meta-analyses have examined variables associated with academic motivation. However, a central question remains unanswered: What is the relative strength of the relations of both student variables (achievement, socioemotional variables, and background variables) and instructional variables (teacher variables, interventions, and technology) to academic motivation? To address this question, we conducted a systematic review of meta-analyses of constructs that focus on the question “Do I want to do this activity and why?” We included 125 first-order meta-analyses published before January 2021, with 487 first-order effect sizes, that investigated variables associated with academic motivation in K-12 education and were based on more than 8,839 primary studies and comprised almost 25 million students. We computed second-order standardized mean differences (SMD) using a two-level meta-analysis with robust variance estimation, considering moderators and including the methodological qualities and publication status of the meta-analyses. Our results showed that student variables (SMD = 0.39) and instructional variables (SMD = 0.43) had medium and similar second-order effect sizes. Of the student variables, socioemotional variables (SMD = 0.52) and achievement (SMD = 0.46) were more important than background variables (SMD = 0.19). Of the instructional variables, teacher variables (SMD = 0.61) were more important than interventions (SMD = 0.36) and technology (SMD = 0.35). Overall, the results provide the field with a clearer depiction of which student and instructional variables relate most closely to students’ academic motivation and thus have implications for the design of future interventions to foster students’ academic motivation in school.

中文翻译：

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哪些学生和教学变量与 K-12 教育中的学术动机最密切相关？荟萃分析的系统评价。

学术动机是 K-12 教育中学校成功的重要预测因素。因此，许多荟萃分析检查了与学术动机相关的变量。然而，一个核心问题仍未得到解答：学生变量（成就、社会情感变量和背景变量）和教学变量（教师变量、干预措施和技术）与学业动机的关系的相对强度是多少？为了解决这个问题，我们对结构的元分析进行了系统评价，这些结构的重点是“我想做这个活动吗？为什么？” 我们纳入了 2021 年 1 月之前发表的 125 个一级荟萃分析，具有 487 个一级效应量，调查了与 K-12 教育中的学术动机相关的变量，并基于超过 8 个，839 项小学研究，包括近 2500 万学生。我们使用具有稳健方差估计的两级荟萃分析计算了二阶标准化平均差 (SMD)，考虑了调节因素并包括荟萃分析的方法学质量和发表状态。我们的结果表明，学生变量 (SMD = 0.39) 和教学变量 (SMD = 0.43) 具有中等和相似的二阶效应大小。在学生变量中，社会情感变量 (SMD = 0.52) 和成就 (SMD = 0.46) 比背景变量 (SMD = 0.19) 更重要。在教学变量中，教师变量（SMD = 0.61）比干预（SMD = 0.36）和技术（SMD = 0.35）更重要。总体，