Learning motivation in children: A systematic review of assessment tools

Given the inherent complexity of assessing motivation in educational contexts, the use of theoretically grounded and psychometrically validated instruments is essential to ensure accurate measurement. This systematic review aims to identify and analyze the assessment tools and their psychometric properties used to evaluate learning motivation in children aged 6 to 12 years. Following PRISMA guidelines, searches were conducted in databases such as B-on, ERIC, and PsycINFO, identifying 473 articles published between 2010 and 2024. After applying exclusion criteria, 54 studies were included, revealing 44 distinct instruments based on six predominant theoretical models, including Self-Determination Theory, Expectancy-Value Theory, and Achievement Goal Theory. Most instruments demonstrated strong internal consistency, and a wide range of validity indicators—such as criterion, discriminant, and external validity—were frequently reported. The review offers a comprehensive synthesis of validated tools for measuring motivation in elementary education, providing practical guidance for educators and psychologists to enhance motivational assessments in school settings.Keywords: Motivation Assessment; Assessment Tools; Primary Education; Learning Motivation; Systematic Review; Self-Determination Theory; Educational Psychology