Am I a math person? Linking math identity with students’ motivation for mathematics and achievement

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-02-26 DOI:10.1007/s10212-024-00811-y

Jelena Radišić, Ksenija Krstić, Barbara Blažanin, Katarina Mićić, Aleksandar Baucal, Francisco Peixoto, Stanislaw Schukajlow

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Abstract

Based on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore these relationships in different cultural contexts and investigate potential gender and grade differences concerning MI. The participants were 11,782 primary school students from Norway, Sweden, Estonia, Finland, Portugal and Serbia. All predictors from the motivation spectrum were significant for students’ MI across the examined countries and had a stronger association with MI than math achievement. Among the motivational dimensions, intrinsic value had the strongest association with students’ MI. Boys had significantly more positive math identities than girls in Estonia, Finland, Norway and Portugal. The results showed that the grade 4 students perceived themselves less as “math persons” than their grade 3 peers in all countries.

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我是数学人吗？将数学认同与学生的数学学习动机和成绩联系起来

本文基于对认同和认同形成的期望值视角，探讨了数学认同（MI）与动机维度（即内在价值、成就价值、效用价值和感知能力）和小学数学成绩之间的关系。我们研究的另一个目的是在不同的文化背景下探索这些关系，并调查在数学认同方面可能存在的性别和年级差异。研究对象是来自挪威、瑞典、爱沙尼亚、芬兰、葡萄牙和塞尔维亚的 11782 名小学生。在所考察的国家中，所有动机维度的预测因素对学生的多元智能都有显著影响，而且与数学成绩相比，与多元智能的关系更为密切。在各动机维度中，内在价值与学生的多元智能关系最为密切。在爱沙尼亚、芬兰、挪威和葡萄牙，男生的积极数学认同感明显高于女生。结果显示，在所有国家，四年级学生认为自己是 "数学人 "的比例都低于三年级学生。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.