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Students' adaptability in mathematics: Examining self-reports and teachers' reports and links with engagement and achievement outcomes

Collie, Rebecca J.; Martin, Andrew J.

Contemporary educational psychology. Volume 49 (2017); pp 355-366 -- ScienceDirect

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  • Title:
    Students' adaptability in mathematics: Examining self-reports and teachers' reports and links with engagement and achievement outcomes
  • Author: Collie, Rebecca J.;
    Martin, Andrew J.
  • Found In: Contemporary educational psychology. Volume 49 (2017); pp 355-366
  • Journal Title: Contemporary educational psychology
  • Subjects: Educational psychology--Periodicals; Students--Adaptability--Engagement--Achievement--Multiple informants; Dewey: 370.15
  • Rights: Licensed
  • Publication Details: ScienceDirect
  • Abstract: Highlights Adaptability is a form of self-regulation relevant to changing or new situations. We examined students' adaptability in mathematics via self- and teachers' reports. We also examined students' mathematics engagement and achievement. Results showed student-reported adaptability predicted mathematics engagement. Also, both reports of adaptability uniquely predicted mathematics achievement. Abstract Adaptability refers to the capacity to adjust one's thoughts, behaviors, and emotions in order to manage changing, new, or uncertain demands. Although preliminary research has highlighted its relevance for positive student outcomes, there remain several important empirical questions to be examined. In particular, research on adaptability has used domain-general measures (i.e., not tied to a particular domain such as a school subject) and has focused only on self-reports of adaptability (not, for example, reports by significant others). The aim of the current study was to advance knowledge of adaptability by addressing these gaps. We examined students' domain-specific adaptability in mathematics as reported by students themselves and by their mathematics teachers ( n = 371). We examined the extent to which the two reports of mathematics adaptability are associated with students' mathematics engagement, mathematics achievement, and literacy achievement (the latter a test of discriminant validity). Well-known covariates were included as controls (e.g., gender, prior achievement). Results revealed that student-reported adaptability predicted students' mathematics engagement. Moreover, student-reported and teacher-reported adaptability uniquely predicted mathematics achievement. In terms of discriminant validity, (mathematics-based) student and teacher reports of adaptability were not associated with students' literacy achievement. Together, findings advance knowledge of the adaptability construct, including providing preliminary evidence of domain-specificity and the complementary nature of self- and teacher-reports for assessing adaptability. Implications for practice are discussed.
  • Identifier: System Number: ETOCvdc_100044241298.0x000001; Journal ISSN: 0361-476X; doi/10.1016/j.cedpsych.2017.04.001
  • Publication Date: 2017
  • Physical Description: Electronic
  • Shelfmark(s): 3425.181000
  • UIN: ETOCvdc_100044241298.0x000001

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