Motivation and Ability as Factors in Mathematics Experience and Achievement

Schiefele, Ulrich; Csíkszentmihályi, Mihály

doi:10.2307/749208

Cited by 113 publications

(54 citation statements)

References 26 publications

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“…For example, we found that, contrary to some suggestions in the popular (e.g., Kitchen, 2010) and academic (e.g., Schiefele & Csikszentmihalyi, 1995;Trafton, Reys & Wasman, 2001) literature, engagement and inquiry are perceived by teachers to be only weakly related.…”

Section: Discussioncontrasting

confidence: 38%

Teachers’ appraisals of adjectives relating to mathematics tasks

Foster

Inglis

2017

Educ Stud Math

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Curricular implementations are unlikely to deliver the anticipated benefits for mathematics learners if written guidance to teachers is interpreted and enacted differently from the ways that policymakers and curriculum designers intend. One way in which this could happen is in relation to the mathematics tasks that teachers deploy in the classroom. Teachers and curriculum designers have developed an extensive vocabulary for describing tasks, using adjectives such as 'rich', 'open', 'real-life', 'engaging' and so on. But do teachers have a shared understanding of what these adjectives mean when they are applied to mathematics tasks? In study 1, we investigated teachers' appraisals of adjectives used to describe mathematics tasks, finding that task appraisals vary on seven dimensions, which we termed engagement, demand, routineness, strangeness, inquiry, context and interactivity. In study 2, focusing on the five most prominent dimensions, we investigated whether teachers have a shared understanding of the meaning of adjectives when applied to mathematics tasks. We found that there was some agreement about inquiry and context, some disagreement about routineness and clear disagreement about engagement and demand. We conclude that at least some adjectives commonly used to describe tasks are interpreted very differently by different teachers. Implications for how tasks might be discussed meaningfully by teachers, teacher educators and curriculum designers are highlighted.

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Section: Discussioncontrasting

confidence: 38%

Teachers’ appraisals of adjectives relating to mathematics tasks

Foster

Inglis

2017

Educ Stud Math

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“…The use of learning approaches scientific able to build that knowledge, also able to increase interest in learning and curiosity of students. it is also clear from the research [14] that the inquiry learning (to build their knowledge) have an impact on students' motivation and interest in learning.…”

Section: Discussionmentioning

confidence: 99%

An analysis of interest in students learning of physical chemistry experiment using Scientific approach

Arlianty

2017

Int. J. Sci. Appl. Sci.: Conf. Ser.

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Abstract.This study was aimed to analyze interest in student learning of physical chemistry experiment on Chemistry Education students, Islamic University of Indonesia. The research was quantitative. The samples of this research were 2 ndsemester student academic year 2015. The data learning interest of students were collected by questionnaire and documentation of seven title experimental. Learning interest consisted of three indicators, concluded feeling good, attention and activity in the learning process. The results of this research showed that score mean of feeling good indicator was 25,9; score mean of attention indicator 17,8, and score mean of activity indicator 8,41.

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“…Toutefois, ici encore, il est surprenant de constater dans nos résultats que les élèves faibles qui dénotent un plus grand intérêt pour les mathématiques auraient plus de chances de redoubler leur cours que d'être classés en Mathématique 416. Ces résultats sont contraires à ceux de Schiefele (1995) pour qui l'intérêt en 3 e secondaire prédirait le niveau du cours de mathématiques atteint à la fin des études. En effet, dans notre recherche, l'intérêt des élèves classés en reprise de 3 e secondaire et celui des élèves classés Mathématique 416 n'est pas tellement différent.…”

Section: Résultatsunclassified

“…Des auteurs ont montré qu'en mathématiques, contrairement à d'autres domaines, le degré d'intérêt envers cette discipline prédirait directement le rendement scolaire (Evans, Schweingruber et Stevenson, 2002). Toutefois, pour Schiefele (1995), l'intérêt ne permet pas de prédire vraiment le rendement en mathématique en 3 e secondaire, mais plutôt le niveau de cours atteint par les élèves à la fin de leurs études dans cette matière.…”

Section: Introduction Et Problématiqueunclassified

Incidence de la motivation des élèves du secondaire sur leur classement en mathématiques

Lessard

Chouinard

Bergeron

2010

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La présente étude visait à évaluer la valeur prédictive de la motivation au début de la 3e secondaire sur le classement en mathématiques en 4e secondaire. Un questionnaire portant sur différentes variables motivationnelles a été administré à 3 711 élèves. Les régressionsmultinomiales effectuées sur les données montrent que la proportion de variance expliquée par les variables motivationnelles pour prédire le classement est importante, principalement en ce qui concerne les perceptions de compétence en mathématiques. Mesurer le degré de motivation s’avère donc être un moyen efficace pour mieux prédire les trajectoires mathématiques des élèves du secondaire.The purpose of the present study was to evaluate the predictive value of students’ mathematics motivation on their classification for the subsequent year. A questionnaire about competence beliefs, attributions to effort, anxiety, interest, utility and accomplishment goals related to mathematics was administrated to 3 711 students (9th grade). Multinomial regressions showed that mathematics’ motivation can effectively be taken into account in predicting student’s classification. Although competence beliefs have the strongest influence, attributions to effort, interest and work-avoidance goals are variables that exert a significant influence on classification. Finally, results show that measures of motivation could enhance prediction of secondary level students’ mathematics progression.El propósito del presente estudio era evaluar el valor predictivo de la motivación en alumnos al inicio de tercer año de la secundaria sobre la clasificación en matemáticas en cuarto año. Un cuestionario que mide diversas variables motivacionales fue llenado por 3 711 alumnos. Las regresionesmultinomiales realizadas sobre los datos muestran que la proporción de varianza explicada por las variables motivacionales para predecir la clasificación es importante, en particular en lo referente a las percepciones de competencia en matemáticas. Se destaca que la medición del grado de motivación resulta ser un medio eficaz para ayudar a predecir las trayectorias de los alumnos de secundaria en matemáticas

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Motivation and Ability as Factors in Mathematics Experience and Achievement

Cited by 113 publications

References 26 publications

Teachers’ appraisals of adjectives relating to mathematics tasks

Teachers’ appraisals of adjectives relating to mathematics tasks

An analysis of interest in students learning of physical chemistry experiment using Scientific approach

Incidence de la motivation des élèves du secondaire sur leur classement en mathématiques

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