Testing effects of promoting antecedents of mathematics achievement emotions: A change-change model

This study aimed to investigate secondary students’ mathematics achievement emotions and their mediating effects on the relationships between classroom environmental characteristics, namely, teacher–student interactional styles (i.e., teacher leadership and student freedom styles), and students’ mathematics learning outcomes in mainland China. A sample of 1423 Grade 7 to 9 junior secondary students responded to a questionnaire that comprised three sets of scales for assessing students’ perceived teacher–student interactional styles, mathematics achievement emotions, and cognitive and affective learning outcomes. The results indicated that students’ mathematics learning outcomes were positively associated with both teacher leadership and student freedom styles. Moreover, students’ mathematics achievement emotions mediated the relationships between these two interactional styles and their mathematics learning outcomes. These results highlight the importance of mathematics achievement emotions in student learning, and provide implications for the improvement of mathematics classroom environments.

Download Full-text

Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence

International Journal of Behavioral Development ◽

10.1177/0165025407077752 ◽

2007 ◽

Vol 31 (4) ◽

pp. 317-327 ◽

Cited By ~ 92

Author(s):

Adele Eskeles Gottfried ◽

George A. Marcoulides ◽

Allen W. Gottfried ◽

Pamella H. Oliver ◽

Diana Wright Guerin

Keyword(s):

Mathematics Achievement ◽

Intrinsic Motivation ◽

Math Achievement ◽

Change Model ◽

Academic Intrinsic Motivation ◽

School Learning ◽

Subject Areas ◽

Math Motivation ◽

Over Time ◽

Motivation And Achievement

Research has established that academic intrinsic motivation, enjoyment of school learning without receipt of external rewards, significantly declines across childhood through adolescence. Math intrinsic motivation evidences the most severe decline compared with other subject areas. This study addresses this developmental decline in math intrinsic motivation, and also serves as a resource for applied researchers by providing exemplary illustrations of approaches to longitudinal modeling. Using a multivariate latent change model, the longitudinal relationship between academic intrinsic math motivation and math achievement among participants ( n = 114) aged 9—17 years was examined to explain this motivational decline. On average, both math motivation and achievement decreased over time. This study reveals that math achievement is a significant contributor to the developmental decline in intrinsic math motivation from childhood through adolescence. In addition, academic intrinsic math motivation was found to be related to initial and later levels of mathematics achievement. These findings enhance understanding of developmental processes whereby early motivation and achievement are related to subsequent declines in mathematics.

Download Full-text