skip to main content
Show Results with:

Relations between mathematics achievement and motivation in students of diverse achievement levels

Prast, Emilie J. et al.

Contemporary educational psychology. Volume 55: (2018, October); pp 84-96 -- ScienceDirect

Online access

  • Title:
    Relations between mathematics achievement and motivation in students of diverse achievement levels
  • Author: Prast, Emilie J.;
    Van de Weijer-Bergsma, Eva;
    Miočević, Milica;
    Kroesbergen, Evelyn H.;
    Van Luit, Johannes E.H.
  • Found In: Contemporary educational psychology. Volume 55: (2018, October); pp 84-96
  • Journal Title: Contemporary educational psychology
  • Subjects: Educational psychology--Periodicals; Self-efficacy--Self-concept--Perceived competence--Task value--Mathematics anxiety--Mathematics achievement; Dewey: 370.15
  • Rights: Licensed
  • Publication Details: ScienceDirect
  • Abstract: Highlights Relations between mathematics achievement and motivation were examined ( N  = 4306). All measured aspects of motivation were related to previous achievement. Only perceived competence predicted subsequent achievement positively. Perceived competence partially mediated between previous and subsequent achievement. These relations were largely similar for students of diverse achievement levels. Abstract Due to the diverse achievement experiences of students with diverse achievement levels in heterogeneous primary school classrooms, the relations between motivation and achievement may develop differentially depending upon achievement level. This study investigated the relations between several core aspects of motivation for mathematics – self-efficacy, self-concept, task value, and mathematics anxiety – and achievement with particular attention for potential differences between students of diverse achievement levels. Participants ( N  = 4306 students of grade 2–6) completed a standardised mathematics achievement test at T1 and T3 and a mathematics motivation questionnaire at T2. T1 achievement positively predicted perceived competence (self-efficacy and self-concept combined) 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 partially mediated the relation between previous and subsequent achievement. This pattern of effects was largely similar across the full range of achievement levels, although the effect of previous achievement on perceived competence was stronger within the subsample of average-achieving students. These findings highlight the unique contribution of perceived competence in predicting subsequent achievement across students of diverse achievement levels in primary school.
  • Identifier: System Number: ETOCvdc_100072150493.0x000001; Journal ISSN: 0361-476X; 10.1016/j.cedpsych.2018.08.002
  • Publication Date: 2018
  • Physical Description: Electronic
  • Shelfmark(s): 3425.181000
  • UIN: ETOCvdc_100072150493.0x000001

Searching Remote Databases, Please Wait