Paper short abstract:

Because of the impact of motivation on educational outcomes, student motivation in schools has become a major field in educational research. Different goals can have dramatic impacts on achievement outcomes. Among various studies on cross-cultural aspects of self-concept there is a huge lack on relation of self-concept with competition and motivation to learn. In our study, we try to reject a stereotype, that competition is not a desired personal characteristic and specific motivational factor.

Paper long abstract:

Because of the impact of motivation on educational outcomes, student motivation in schools has become a major field in educational research. Different goals can have dramatic impacts on achievement outcomes. In our study, we try to reject a stereotype, that competition is not a desired personal characteristic and specific motivational factor. Therefore, the principal hypothesis is, that if motivation to learn and competition are investigated in a context of self-concept, also positive dimensions as well as correlations with self-concept and motivation to learn areas could appear. As a consequence, a new model of self-concept, based on different kinds of competition and motivation to learn, could be postulated. It could also be assumed that this model might differ from culture to culture. Therefore, the participants from three countries participated in the study. Countries were chosen on the basis of political and cultural indicators in Eastern/Southern versus Western/Southern European changes: Slovenia, Serbia and Monte Negro and Spain.