The role of goal orientations for adolescent mathematics achievement

Keys, Tran D.; Conley, AnneMarie; Duncan, Greg J.; Domina, Thurston

doi:10.1016/j.cedpsych.2011.09.002

Cited by 51 publications

(48 citation statements)

References 32 publications

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“…Model 1 indicates that students who experience a 1σ increase in mastery goals from the fall of eighth grade to the spring of eighth grade have, on average, a 0.02σ higher mathematics achievement relative to peers who did not experience a change in their mastery goals over the course of eighth grade. This finding is in line with Keys, Conley, Duncan, and Domina’s (2012) study, which used CAMP-Math data to determine that mastery goal orientations in seventh and eighth grade students consistently and significantly predicted math achievement. Models 2 and 3 indicate that a change in students’ performance goals (both approach and avoidance) do not significantly predict a change in mathematics achievement.…”

Section: Table 5bsupporting

confidence: 87%

Eighth-Grade Algebra Course Placement and Student Motivation for Mathematics

2016

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This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics.

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Section: Table 5bsupporting

confidence: 87%

Eighth-Grade Algebra Course Placement and Student Motivation for Mathematics

2016

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“…Previous research has shown that goal orientations can predict academic achievement in children, adolescents and undergraduates, although the amount of variance explained by goals is small (Diseth, 2011;Elliot et al, 1999;Freudenthaler, Spinath, & Neubauer, 2008;Keys, Conley, Duncan, & Domina, 2012;Patrick, Ryan, & Pintrich, 1999;Simons, Dewitte, & Lens, 2004;Steinmayr, Bipp, & Spinath, 2011;Steinmayr & Spinath, 2008, 2009Wigfield & Cambria, 2010;Wolters, 2004;Huang, 2012). Independent of age, positive relations with academic achievement have been found for performance-approach goals (Daniels et al, 2008;Elliot et al, 1999;Wigfield & Cambria, 2010), and mastery goals (Bipp, Steinmayr, & Spinath, 2012;Daniels et al, 2008;Keys et al, 2012;Steinmayr et al, 2011).…”

Section: Introductionmentioning

confidence: 98%

“…Independent of age, positive relations with academic achievement have been found for performance-approach goals (Daniels et al, 2008;Elliot et al, 1999;Wigfield & Cambria, 2010), and mastery goals (Bipp, Steinmayr, & Spinath, 2012;Daniels et al, 2008;Keys et al, 2012;Steinmayr et al, 2011). Yet, a large review study showed that mastery goals do often not relate to academic achievement (Hulleman et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Dekker¹,

Krabbendam²,

Lee³

et al. 2016

JEDP

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This study investigated whether academic achievement was predicted by the goal which generally drives a student's learning behaviour. Secondly, the role of metacognitive self-regulation was examined. The dominant goal orientation was assessed using a new method. 735 adolescents aged 10-19 years read vignettes of students that reflect four goal orientations. Participants indicated which student they resembled most, which revealed their dominant goal orientation. Age, sex and level of parental education were controlled for. Results showed that students with motivation goals of the mastery and performance-approach types obtained higher grades than students characterized by the performance-avoidance and work-avoidance goal type. A mediation analysis showed that goal orientations predicted achievement through the level of metacognitive self-regulation. Intrinsically motivated students showed the best metacognitive self-regulation skills of all students, whereas work-avoidant students had the lowest level of self-regulation skills. The scores of students with performance goals fell in-between. The research showed that the higher grades obtained by performance-approach students, compared to performance-avoidant and work-avoidant students, can partially be explained by their higher levels of metacognitive self-regulation. Thus, goal orientation predicted achievement differences through metacognitive self-regulation skills. This suggests that intrinsic motivation and self-regulation skills should ideally be supported in the classroom. Furthermore, it suggests that teachers could use vignettes to distinguish different types of students in order to identify students who are vulnerable to lower academic achievement.

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“…Empirical studies show that various subject-matter-specific motivational beliefs predict students’ course grades and performance on low-stakes mathematics standardized test achievement (Fast et al, 2010; Kenney-Benson, Pomerantz, Ryan, & Patrick, 2006; Keys, Conley, Duncan, & Domina, 2012). For example, in Keys et al’ (2012) study of middle school students’ math-class-related achievement goals and mathematics CST scores, endorsing a mastery goal orientation toward one’s performance predicted both higher grades and better CST scores when controlling for a full set of prior achievement and demographic controls.…”

Section: Introductionmentioning

confidence: 99%

“…For example, in Keys et al’ (2012) study of middle school students’ math-class-related achievement goals and mathematics CST scores, endorsing a mastery goal orientation toward one’s performance predicted both higher grades and better CST scores when controlling for a full set of prior achievement and demographic controls. Similarly, in Kenney-Benson et al (2006), study of 5th and 7th grade students, both students’ mastery goals and mathematics self-efficacy predicted their standardized test achievement scores (mastery goals indirectly through their impact on learning strategies and self-efficacy directly).…”

Section: Introductionmentioning

confidence: 99%

Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement

Simzar

Martinez

Rutherford

et al. 2015

Learning and Individual Differences

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This study uses data from an urban school district to examine the relation between students’ motivational beliefs about mathematics and high- versus low-stakes math test performance. We use ordinary least squares and quantile regression analyses and find that the association between students’ motivation and test performance differs based on the stakes of the exam. Students’ math self-efficacy and performance avoidance goal orientation were the strongest predictors for both exams; however, students’ math self-efficacy was more strongly related to achievement on the low-stakes exam. Students’ motivational beliefs had a stronger association at the low-stakes exam proficiency cutoff than they did at the high-stakes passing cutoff. Lastly, the negative association between performance avoidance goals and high-stakes performance showed a decreasing trend across the achievement distribution, suggesting that performance avoidance goals are more detrimental for lower achieving students. These findings help parse out the ways motivation influences achievement under different stakes.

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The role of goal orientations for adolescent mathematics achievement

Cited by 51 publications

References 32 publications

Eighth-Grade Algebra Course Placement and Student Motivation for Mathematics

Eighth-Grade Algebra Course Placement and Student Motivation for Mathematics

Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement

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