Math and German motivation transistions in early adolescence

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Wendy Symes , Rebecca Lazarides
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引用次数: 0

Abstract

Background

Some students are more motivated that others in one or multiple academic domains, and more motivated in one domain than another. These inner hierarchies of motivational beliefs are important because they can influence students’ achievement and study or career choices. However, little is known about the heterogeneity in inner hierarchies of motivational beliefs during early secondary school, when motivation typically declines.

Aims

The aims of this study were to (1) identify profiles of self-concept and intrinsic value in mathematics and German during the first two years of secondary school, (2) explore stability and change in these profiles, and (3) explore how profile membership relates to student competence and gender, and perceived teacher behaviour.

Sample

Participants were 721 secondary school students from Germany.

Methods

Students completed measures of self-concept, intrinsic value, and competence in grades 5 and 6, and measures of perceived teacher behaviour in grade 5. Data were analysed using latent transition analysis.

Results

Five profiles characterised by inter- and intraindividual differences in self-concept and intrinsic value were identified. Membership in these profiles was relatively stable. Inner hierarchies of self-concept and value were related to competence, with students demonstrating higher competence in domains they were more motivated in. Gender and perceived teacher behaviour were related to profile membership, but not profile transitions.

Conclusions

When supporting the motivational development of students during the first two years of secondary school, teachers may need to adopt a holistic approach that recognises the heterogeneity in students’ inner hierarchies of motivational beliefs.

青少年早期的数学和德语学习动机转变
背景有些学生在一个或多个学习领域比其他学生更有动力,在一个领域比另一个领域更有动力。这些动机信念的内在层次非常重要,因为它们会影响学生的成绩和学习或职业选择。本研究的目的是:(1) 确定中学头两年数学和德语学习中自我概念和内在价值的概况;(2) 探讨这些概况的稳定性和变化;(3) 探讨概况成员资格与学生能力、性别和感知到的教师行为之间的关系。方法学生在五、六年级完成自我概念、内在价值和能力的测量,并在五年级完成感知教师行为的测量。结果确定了自我概念和内在价值方面存在个体间和个体内差异的五个特征。这些特征的成员相对稳定。自我概念和价值的内在层次与能力有关,学生在他们更有动力的领域表现出更高的能力。结论:在支持中学头两年学生的动机发展时,教师可能需要采取一种全面的方法,承认学生内在动机信念层次的差异性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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