Changes in high‐school students' competence beliefs, utility value and achievement goals in mathematics

Chouinard, Roch; Roy, Normand

doi:10.1348/000709907x197993

Cited by 112 publications

(80 citation statements)

References 35 publications

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“…The results are consistent with the earlier research arguing that competence beliefs, valuing of school and students' satisfaction about their school work are closely related (Chouinard & Roy, 2008;Jacobs et al, 2002;Middleton et al, 2004). This suggests that students tend to be focused on learning, solving problems and feeling satisfied with their success in school work because they consider school work as valuable and meaningful for them.…”

Section: Adaptive Cognitionssupporting

confidence: 92%

Academic Motivation And Engagement: An Examination Of Its Factor Structure In Senior School Years

Nagabhushan¹

2012

EJSBS

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Student motivation and engagement are crucial in senior school years when students are required to make important decisions about their future pursuits of education and career choices. The purpose of this study was to comprehensively examine the factor structure of student motivation and the associations among the motivational constructs at three time points (Year 10 (N=537); Year 11 (N=383) and Year 12 (N=299). Students from four non-government senior high schools completed the Student Motivation and Engagement Scale (Martin, 2007) in the second semester of the school year for three years. The results showed that student motivation is complex and multifaceted. A range of core motivational theories was needed to explain the network of associations among the facets of motivation. The 11-factor structure of motivation and engagement was identified at all three time-points consistent with Martin's findings (2007). Adaptive cognitions and behaviors showed positive correlations with each other and mostly negative associations with maladaptive cognitions and behaviors. The findings have valuable practical implications for those wanting to support learning experiences of students, especially in the final years of schooling.

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Section: Adaptive Cognitionssupporting

confidence: 92%

Academic Motivation And Engagement: An Examination Of Its Factor Structure In Senior School Years

Nagabhushan¹

2012

EJSBS

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“…Usefulness of a school subject for students' lives is not always clear to them. Utility value was found to decline for both boys and girls between grades 7 and 11 in the context of mathematics (Chouinard and Roy 2008;Watt 2004). In the context of the present study, utility value may influence performance.…”

Section: Explaining the Performance Declinementioning

confidence: 98%

Declining trends in student performance in lower secondary education

et al. 2015

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Student performance is related to motivation to learn. As motivation generally declines during lower secondary education, one might expect performance to decline as well during this period. Though, until now, it has been unclear whether this pattern exists. In the present study, we examined student performance during the early years of secondary education from a developmental perspective. Participants were 1544 Dutch secondary school students across three grades (grades 7 to 9). To investigate student performance trends, we analysed report card grades by using hierarchical linear modelling with two levels (level 1, time point; level 2, student). Potential moderators to be examined were (1) gender, (2) school type and (3) initial level. A linear decline in report card grades from grade 7 to 9 was found for boys and girls, in all school types, and regardless of initial level. Two variables moderated the steepness of the decline: school type and initial level. Gender and school type had a main effect on performance level. The same pattern was observed for the subset of 'core subjects'-Dutch, English and mathematics. Motivational and cognitive factors that may explain the performance decline are discussed.

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“…Additionally, previous literature in the academic Achievement Goal perspective suggests that the slopes of achievement goals should also be tested within each school year because goals may appear stable between grade levels whereas actually fluctuating within each year (e.g., Chouinard & Roy, 2008). Therefore we utilize piecewise growth curve analysis, a modeling technique that allows us to test the changes and predictors of social goal trajectories within each school year, specifically with regard to the role of changes in perceived academic and social context.…”

Section: Current Studymentioning

confidence: 99%

The role of goal structures and peer climate in trajectories of social achievement goals during high school.

Makara

Madjar

2015

Developmental Psychology

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Students’ social goals—reasons for engaging in interpersonal relationships with peers—are consequential for students’ interactions with their peers at school and for their well-being. Despite the salience of peer relationships during adolescence, research on social goals is generally lacking compared with academic goals, and it is unknown how these social goals develop over time, especially among high school students. The aim of the study was to assess trajectories of students’ social goals and to determine how relevant individual and contextual variables predicted initial levels and trajectories of students’ social goals. Participants were 9th through 12th grade students (N = 526) attending a U.S. high school. Students filled out surveys of their social goals (social development, social demonstration-approach, and social demonstration-avoidance) 6 times across 2 school years. Nonlinear growth curve analyses and piecewise growth curve analyses were used to assess trajectories of social goals across time. Students’ initial levels of social goals differed based on their gender, grade level, prior achievement, and perceptions of classroom goals structures and peer climate. Furthermore, despite substantial stability over time, the shapes of these goal trajectories were predicted by students’ gender, grade level, and perceptions of classroom goal structures and peer climate. In particular, students who perceived an increase in performance-avoidance classroom goals maintained higher demonstration social goals and decreased in developmental social goals over time, and students who perceived an increase in positive peer climate decreased in demonstration-avoidance social goals. Implications and directions for future research on social goals are discussed.

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Changes in high‐school students' competence beliefs, utility value and achievement goals in mathematics

Cited by 112 publications

References 35 publications

Academic Motivation And Engagement: An Examination Of Its Factor Structure In Senior School Years

Academic Motivation And Engagement: An Examination Of Its Factor Structure In Senior School Years

Declining trends in student performance in lower secondary education

The role of goal structures and peer climate in trajectories of social achievement goals during high school.

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