Changes in high-school students' competence beliefs, utility value and achievement goals in mathematics

Authors: Chouinard, Roch1; Roy, Normand1

Source: British Journal of Educational Psychology, Volume 78, Number 1, March 2008 , pp. 31-50(20)

Publisher: British Psychological Society

Key:
Free Content - Free Content
New Content - New Content
Subscribed Content - Subscribed Content
Free Trial Content - Free Trial Content

Abstract:

Background: Many studies have revealed that there is a significant decrease over time in high-school students' attitudes towards mathematics learning. Some authors conclude that motivation in mathematics stabilizes or improves around grade 9; others propose that the decline is continuous. It is unclear if girls or boys are more affected by this phenomenon.

Aims: The present study aims to further examine changes in competence beliefs, utility value and achievement goals in mathematics during high school, taking gender and period of the academic year into account.

Sample: 1,130 participants from 18 secondary schools, distributed in two cohorts (grades 7 and 9).

Method: Attitudinal scales designed to measure competence beliefs, utility value and achievement goals in mathematics were administered at the beginning and end of three academic years in a longitudinal cohort-sequential research design using two sequential cohorts. Hierarchical linear modelling was used to analyse the data.

Results: Results showed an ongoing reduction of most of the variables measured. This was the case for both cohorts and genders. However, boys were more affected than girls. Furthermore, for all variables, motivation tended to be lower at the end of the academic year than at the beginning.

Conclusions: Our results support the hypothesis of a regular decline of motivation in mathematics during high school, accentuated between grades 9 and 11. Moreover, our results illustrate gender convergence in mathematics rather than gender differentiation. Finally, the gradual drop in motivation in mathematics appears to be a two-step phenomenon: a decrease between and within grade levels.

Document Type: Research article

DOI: 10.1348/000709907X197993

Affiliations: 1: University of Montreal, Canada

The full text electronic article is available for purchase. You will be able to download the full text electronic article after payment.

$24.40 plus tax      Refund Policy

 

OR

Back to top

Key:
Free Content - Free Content
New Content - New Content
Subscribed Content - Subscribed Content
Free Trial Content - Free Trial Content
Share this item with others: These icons link to social bookmarking sites where readers can share and discover new web pages.
Page Help Click here for Page Help
Shopping cart
Tools
Sign in






Need to register?
Sign up here
Text size: A | A | A | A