{"title":"Math and German motivation transistions in early adolescence","authors":"Wendy Symes , Rebecca Lazarides","doi":"10.1016/j.learninstruc.2024.102024","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>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.</p></div><div><h3>Aims</h3><p>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.</p></div><div><h3>Sample</h3><p>Participants were 721 secondary school students from Germany.</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusions</h3><p>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.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102024"},"PeriodicalIF":4.7000,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001518","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.