Relations between mathematics achievement and motivation in students of diverse achievement levels
| Autor: | Prast, E.J., van de Weijer, E., Miočević, M., Kroesbergen, E.H., van Luit, J.E.H., Education and Learning: Cognitive and Motor Disabilities, Leerstoel Jongmans, Leerstoel Klugkist, Leerstoel Leseman, Leerstoel Luit |
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| Přispěvatelé: | Education and Learning: Cognitive and Motor Disabilities, Leerstoel Jongmans, Leerstoel Klugkist, Leerstoel Leseman, Leerstoel Luit |
| Rok vydání: | 2018 |
| Předmět: |
Self-efficacy
Mathematics anxiety 05 social sciences education Self-concept 050301 education Mathematics achievement Learning and Plasticity Task value Education Developmental psychology Achievement level Developmental and Educational Psychology Achievement test 0501 psychology and cognitive sciences Psychology 0503 education Competence (human resources) Perceived competence 050104 developmental & child psychology |
| Zdroj: | Contemporary Educational Psychology, 55, pp. 84-96 Contemporary Educational Psychology, 55, 84-96 Contemporary Educational Psychology, 55, 84. Academic Press Inc. |
| ISSN: | 0361-476X |
| Popis: | Item does not contain fulltext Motivation and achievement are known to be related, but the nature of this relation is complex. This study investigated the relations between achievement and several core aspects of motivation for mathematics in primary school: self-efficacy, self-concept, task value, and mathematics anxiety (N = 4306 students of grade 2 - 6). Moreover, it was investigated whether these relations were similar or different for low-achieving, average-achieving, and high-achieving students. Students completed a standardised mathematics achievement test at T1 and T3 and a mathematics motivation questionnaire at T2. Working memory was measured as a covariate. Self-efficacy and self-concept were combined into a single perceived competence variable due to their high intercorrelation. T1 achievement positively predicted perceived competence and task value and negatively predicted mathematics anxiety. Only perceived competence had a significant effect on T3 achievement after controlling for T1 achievement and working memory, and significantly mediated between previous and subsequent achievement. This pattern of effects was largely similar across achievement groups, although the effects of previous achievement on task value and perceived competence were stronger for high-achieving students. In each achievement group, perceived competence was the only motivational variable with a significant effect on subsequent achievement over and above the effects of previous achievement. 13 p. |
| Databáze: | OpenAIRE |
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