Sex Differences in Mathematics Motivation in 8 th and 9 th Grade

Gasco, Javier; Goñi, Alfredo; Villarroel, José Domingo

doi:10.1016/j.sbspro.2014.01.340

Cited by 13 publications

(11 citation statements)

References 22 publications

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“…FREE Liberia sought to commence a process by understanding the nature of motivation and use of learning strategies to help students, administrators, and policymakers improve learning. As Gasco et al [10] propounded motivation plays a key role in learning; it largely explains academic performance as it is a construct that integrates both thoughts and feelings. Additionally, the study solicited Liberian junior and senior high school students self-reports regarding factors hindering their learning to inform policy-making and evidence-based programing.…”

Section: Discussion Academic Performance Of Liberian Studentsmentioning

confidence: 99%

“…Zimmerman believes that when students monitor their responding and attribute outcomes to their strategies, their learning becomes self-regulated, and they exhibit increased self-efficacy, greater intrinsic motivation, and higher academic achievement. Gasco et al [10] noted that motivation plays an important role in learning because it greatly explains academic performance. Students are supposedly capable of instigating, modifying, and sustaining information.…”

Section: Introductionmentioning

confidence: 99%

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Student Academic Performance: The Role of Motivation, Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students Learning

Gbollie¹,

Keamu²

2017

Education Research International

130

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The nature of motivation and learning strategy use is vital to improving student learning outcomes. This study was intended to explore the motivational beliefs and learning strategy use by Liberian junior and senior high school students in connection with their academic performance. It also solicited students’ self-reports about presumed factors hindering their learning. Utilizing a cross-sectional quantitative research design, 323 participants took part in the study from 2 counties. Motivated Strategies for Learning Questionnaire (MSLQ) was adapted and 12 potential learning hindrances were identified and used as instruments. Data analyses were conducted using SPSS 17.0. The results showed the motivational belief component of extrinsic goal orientation as the most preferred belief and test anxiety was the least possessed belief. Rehearsal strategies were found to be the most frequently used, while help seeking was reported to be the least strategy considered. The result also showed significant relationships between the two constructs. In addition, the study found some learning hindrances. A number of conclusions as well as some practical recommendations for action relative to the improvement of student performance have been advanced.

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Section: Discussion Academic Performance Of Liberian Studentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student Academic Performance: The Role of Motivation, Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students Learning

Gbollie¹,

Keamu²

2017

Education Research International

130

View full text Add to dashboard Cite

show abstract

“…A longitudinal study by Simpkins, Davis-Kean, and Eccles (2006) also found that male students were more motivated in math than did the females. Another study, found that male students scored higher than female students did in their motivation to applying mathematics in math courses (Gasco, Goñi, & Villaroel, 2013). The gender gap in motivation in mathematics courses may also exist in business statistics courses because business students' motivation toward mathematics may differ in comparison to non-business majors (Singh, 2017).…”

Section: Statistics Motivation and Gender Differencesmentioning

confidence: 98%

Examining the Relationship between Math Self‐Efficacy and Statistics Motivation in the Introductory Business Statistics Course: Self‐Compassion as a Mediator

Salazar

2018

Decision Sci J Innov Edu

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Because business statistics students often experience a lack of statistical motivation, business educators need to understand the factors that influence students' motivation levels in undergraduate-level business statistics courses. The purpose of this study was to examine the role of math self-efficacy and self-compassion on students' motivation levels and the gender differences among the main variables. The regression results showed that math self-efficacy was a positive predictor of statistics motivation. Selfcompassion was also found to be a partial mediator of the relationship between math self-efficacy and statistics motivation. Gender differences were also found in business students' math self-efficacy, self-compassion, and statistics motivation.

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“…The expectancy-value theory which integrates the beliefs, judgments and the value students' place on their capabilities to perform a task successfully was developed by some researchers [1][2][3]. The model refers to expectation as beliefs and judgment of a person to capabilities to perform a task while the value presents the different beliefs that students have about the reasons why they should get involved in a task [4][5][6]. These studies suggested that the students' are rational and active decision makers from the general cognitive perspective.…”

Section: Expectancy -Value Modelmentioning

confidence: 99%

The Effect of Background on Students’ Interest in Mathematics: The Mediation of Students’ Motivation and Perception in Ghana

Arthur

2019

AJPAS

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The dependence of scientific and technological advancement on mathematics requires investigation into what affects students’ motivation in mathematics. The present study investigated the influence of students’ background (SB) as mediated by students’ perception (SP), and students’ motivation (SM) as predictor of students’ interest in mathematics (SIM). The study further presented an empirical structural equation models (SEM) that predicts students’ interest, students’ motivation and students’ perception in mathematics. Using cohort samples of randomly selected 1,263, participants completed researcher-designed and validated questionnaires with a-reliability of 0.74, 0.7, 0.68, 0.82 and 0.94 for SIM, SB, SM, SP and overall instrument reliability respectively. The results from the study at 5% alpha level indicated as statistically significant relationship between SP, SB, SM and SIM. SP, SB, SM explain 27.9% of variance in SIM. The study further revealed statistical significance between SB and SP such that SB explains 32.1%, of variance in SP. The study finally established statistically significant relationship between SB, SP and SM; the study confirms that SB and SP explain 31.6% of SM. The study concluded that students’ interest in mathematics is related to student perception, students’ background, and students’ motivation. It was further concluded that student motivation is related to students’ perceptions and students’ background. Finally, although students’ background predicts students’ perception about mathematics. It is recommended to educators and educational stakeholders to focus attention on determinants of students’ mathematics interest by introducing positive interventions from the very beginning of students’ mathematics education.

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Sex Differences in Mathematics Motivation in 8 th and 9 th Grade

Cited by 13 publications

References 22 publications

Student Academic Performance: The Role of Motivation, Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students Learning

Student Academic Performance: The Role of Motivation, Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students Learning

Examining the Relationship between Math Self‐Efficacy and Statistics Motivation in the Introductory Business Statistics Course: Self‐Compassion as a Mediator

The Effect of Background on Students’ Interest in Mathematics: The Mediation of Students’ Motivation and Perception in Ghana

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