Predicting Girls’ Learning Behaviour in Secondary School Mathematics Lessons from Motivational and Learning Environment Factors

Abstract

Previous studies in secondary schools in disadvantaged areas have shown that learning intentions and behaviour in lessons could be predicted from factors related to the classroom context, such as prior learning behaviour and self efficacy judgements. However, attitudes and perceived pressures do not predict intentions and behaviour. In addition to investigating these relationships in an independent girls' school, this study also explored the significance of goal orientation and perceived learning environment for learning intentions and behaviour. Seventy pupils aged 12-14 years from two age groups, each with two ability groups, took part in a repeated measures study during maths lessons over 7 weeks. The results confirmed that attitudes and subjective norm did not predict intention and learning behaviour. Past learning behaviour related predictively to lesson behaviour and self efficacy judgements about being able to engage in learning behaviours. Self efficacy, which was itself predicted by perceptions of class cohesion and reports of goal orientation, was the best predictor of learning intentions, which was in turn the only predictor of learning behaviour. The results are discussed in terms of the possible significance of learning attitudes when there is subject choice. They also point to the need for further study of the relationships between perceived learning environment, self efficacy and learning intentions.It is commonly believed by educators that positive pupil attitudes to learning promote school progress and attainment, yet research has consistently found weak relationships between attitudes and attainment (Assessment of Performance Unit, 1981;Norwich & Jaeger, 1989). In discussing this research, Schibeci (1984) has pointed to the methodological weaknesses of not considering the relationships between multiple variables and the use of attitude measures of doubtful quality; he has also highlighted the weak theoretical frameworks informing such research. It has also been suggested that the significance of positive attitudes to learning specific subjects is in influencing the

Cross-age peer tutoring in mathematics with seven- and 11-year-olds: influence on mathematical vocabulary, strategic dialogue and self-concept

“…Positive attitudes towards mathematics have been found to contribute to a higher level of attainment (Kloosterman and Cougan, 1994;Norwich, 1994;Ma, 1997;Suydam and Weaver, 1975). However, there is debate over the relationship between attitudes and achievement in mathematics.…”

Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school

“…The analyses were performed in two steps. First, the developmental dynamics between maths‐related task motivation and mathematical performance was investigated at the individual level using two methods: simplex modelling (Jöreskog, 1970) and latent growth curve analysis (LGM; Duncan, Duncan, Strycker, Li, & Alpert, 1999; Muthén & Khoo, 1998). By using simplex modelling, we were able to investigate the stabilities of maths performance (Hypothesis 1a) and task motivation (Hypothesis 1b), as well as the cross‐lagged associations between these two constructs (Hypotheses 1c, 1d, 1e) after controlling for the previous level of each construct.…”

Cognitive, Emotional and Behavioural Responses to Students with Emotional and Behavioural Difficulties: A model of decision‐making

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