Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France
| Autor: | Nadia Leroy, Pascal Bressoux |
|---|---|
| Přispěvatelé: | Laboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), Université Grenoble Alpes [2016-2019] (UGA [2016-2019]), Laboratoire des Sciences de l'Éducation (Grenoble) (LSE), Université Pierre Mendès France - Grenoble 2 (UPMF)-Université Grenoble Alpes [2016-2019] (UGA [2016-2019]) |
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Longitudinal study
4. Education Amotivation [SHS.EDU]Humanities and Social Sciences/Education 05 social sciences 050301 education Mathematics achievement Multilevel growth model [SHS.PSY]Humanities and Social Sciences/Psychology 050109 social psychology Variance (accounting) Self-Determination Education Motivational changes Developmental and Educational Psychology Mathematics education 0501 psychology and cognitive sciences Psychology 0503 education Theory Autonomous motivation Self-determination theory |
| Zdroj: | Contemporary Educational Psychology Contemporary Educational Psychology, Elsevier, 2016, 44-45, pp.41-53. ⟨10.1016/j.cedpsych.2016.02.001⟩ |
| ISSN: | 0361-476X 1090-2384 |
| DOI: | 10.1016/j.cedpsych.2016.02.001⟩ |
| Popis: | International audience; This study examines the change trajectories of different types of motivation proposed by self-determination theory and their relationships with mathematics achievement during the first year of junior high school. Multilevel growth models were used to describe the trajectories of motivation regulation in 1082 students over the course of one year. On average, all types of motivation, whether self-determined or non-self-determined, declined throughout the school year. Conversely, the trajectory of amotivation increased continuously. The growth parameters of these trajectories extracted and utilized as covariates in explaining mathematics achievement at the end of the school year. The mean initial levels of motivation contributed to the explanation of the variance in mathematics performance, as did their rates of change during the school year. Second, amotivation was the only motivation type to be significantly associated with mathematics achievement over the school year. Theoretical and applied implications are discussed. |
| Databáze: | OpenAIRE |
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