Cross-lagged relations between math-related interest, performance goals and skills in groups of children with different general abilities

Jõgi, Anna-Liisa; Kikas, Eve; Lerkkanen, Marja‐Kristiina; Mägi, Katrin

doi:10.1016/j.lindif.2015.03.018

Cited by 33 publications

(18 citation statements)

References 69 publications

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“…However, in their study Schroeders, Schipolwski, and Böhme (2015) found that the association between typical intellectual engagement and achievement disappeared when they accounted for students' fluid intelligence. Therefore, future research should consider taking the role of students' cognitive abilities into account, as this has been considered as one of the most powerful predictors of school success (Gagné & St. Père, 2001;Jõgi, Kikas, Lerkkanen, & Mägi, 2015).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study

Engels

Pakarinen

Lerkkanen

et al. 2019

Journal of School Psychology

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The current study examined several indicators of students' academic and emotional adjustment during the transition from primary (i.e., grade 6) to secondary school (i.e., grades 7 and 9). Specifically, the study investigated how students' engagement, achievement, and burnout, as well as student-teacher conflict, evolve together over time. A total of 356 adolescents (57.3% boys) filled out questionnaires about their burnout and their behavioral and cognitive engagement. Students' achievement was measured using standardized test scores. Conflict in the teacher-student relationship was assessed using teacher ratings. Cross-lagged models revealed bi-directional associations between behavioral and cognitive engagement. More teacher conflict related to less behavioral engagement, whereas higher achievement predicted more cognitive engagement one and two school years later. The results underscore that, despite the interrelatedness of behavioral and cognitive engagement during the transition from primary to secondary school, both show unique contextual and personal correlates.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study

Engels

Pakarinen

Lerkkanen

et al. 2019

Journal of School Psychology

Self Cite

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“…Although poor academic skills and math and reading difficulties are acknowledged as constituting risks toward the development of school motivation (Jõgi, Kikas, Lerkkanen, & Mägi, 2015;Klauda & Gutherie, 2015;Onatsu-Arvilommi & Nurmi, 2000), studies on school motivation among children and youth with low math or reading performance remain scarce. High motivation for school subjects and task-focused behavior have been suggested to predict achievement more strongly among competent reading children than among struggling readers, even when effort and persistence in a task are controlled for (Klauda & Gutherie, 2015).…”

Section: Students' School Motivation and Academic Performancementioning

confidence: 99%

Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance

Parhiala

Torppa

Vasalampi

et al. 2018

Learning and Individual Differences

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This study examines profiles of school motivation and emotional well-being and their links to academic skills (reading and math) among adolescents (N = 1,629) at the end of comprehensive school (age 15-16). Using a person-centered approach (latent profile analysis), five distinct profile groups were identified. Three of the identified groups had a flat profile in motivation and wellbeing but at different levels. The first group manifested high motivation and well-being (n = 178, 11%); the second group was average in both (n = 1,107, 68%); and the third had low motivation and well-being (n = 121, 7%). Two groups had mixed profiles; one group manifested only low motivation (n = 140, 9%) and the other only low well-being (n = 83, 5%). A comparison of the profile groups in terms of academic skills indicated that low school motivation was linked to poor math and reading performance, whereas low emotional well-being was linked to poor math and reading performance only when accompanied by low school motivation. The association between poor math skills and low motivation suggests that, when planning support for students, those with math problems or comorbid math and reading problems are especially at risk for low motivation and need support in both academic skills and motivation.

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“…There is evidence that the interest-achievement relation is higher in chemistry and physics as well as math when compared to biology (perceived to be more verbal) and first-language (L1; Jansen, Schroeders, L€ udtke, & Marsh, 2015;Jansen et al, 2016;Krapp & Prenzel, 2011;Wigfield & Cambria, 2010). Longitudinal studies indicate small reciprocal effects between interest and achievement (Garon-Carrier et al, 2016;Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer, 2008;Marsh, Trautwein, L€ udtke, K€ oller, & Baumert, 2005), but results regarding the causal relation are still inconclusive (Jõgi, Kikas, Lerkkanen, & Mägi, 2015;Rotgans & Schmidt, 2017;Viljaranta, Tolvanen, Aunola, & Nurmi, 2014).…”

Section: Interplay Between Interest and Academic Achievementmentioning

confidence: 99%

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

et al. 2018

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The development of students' interest in school science activities, their understanding of central chemical concepts, and the interplay between both constructs across Grades 5–11 were analyzed in a cross‐sectional paper‐and‐pencil study (N = 2,510, mean age 11–17 years). Previous empirical findings indicate that students' knowledge increases over the time of secondary school while students' interest, especially in natural science subjects, tends to decrease. Concomitantly, there is evidence for an increase in the positive coupling between interest and knowledge across time. However, previous studies mainly rely on rather global measures, for example, school grades or general subject‐related interest, and focus on science as an integrated subject instead of specific disciplines, for example, chemistry. For this article, more proximal and differentiated measures for students' understanding of three chemical concepts (Chemical Reaction, Energy, Matter) and interest in seven dimensions of school science activities according to the RIASEC + N model (Realistic, Investigative, Artistic, Social, Enterprising, Conventional, and Networking; cf. Dierks, Höffler, & Parchmann, 2014) were applied. The results are in line with previous research indicating a general increase in conceptual understanding and a decline in students' interest for all school science activities. However, the interplay between conceptual understanding and interest differs across the seven dimensions. Interest in activities which are likely to promote cognitive activation (investigative, networking) or involving the communication of knowledge (social, enterprising, and networking) are increasingly connected to conceptual understanding, especially in upper secondary grades. Interest in guided hands‐on activities (realistic) which are typical in secondary science teaching, however, shows only small positive correlations to students' conceptual understanding across all grades. Hence, in upper‐secondary school, investigative, social, enterprising, and networking activities seem to provide opportunities to benefit most from the interrelation between students' interests and their understanding.

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Cross-lagged relations between math-related interest, performance goals and skills in groups of children with different general abilities

Cited by 33 publications

References 69 publications

Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study

Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study

Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

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