scholarly journals Perceived Competence and Intrinsic Motivation in Mathematics: Exploring Latent Profiles

2021 ◽  
Vol 13 (16) ◽  
pp. 8707
Author(s):  
Susana Rodríguez ◽  
Iris Estévez ◽  
Isabel Piñeiro ◽  
Antonio Valle ◽  
Tania Vieites ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Negative Emotions ◽  
Perceived Competence ◽  
Mathematics Performance ◽  
The Third ◽  
Latent Profiles ◽  
Low Levels ◽  
Motivational Profiles ◽  
And Mathematics ◽  
Negative Feelings

This study aims to use a person-centred approach to identify possible student motivational profiles in mathematics. These profiles are made up of various combinations of two motivational variables: perceived competence and intrinsic motivation. Once the profiles are identified, we examine the differences between them in negative emotions and mathematics performance. Our sample comprised 863 students (50.2% boys, 49.8% girls) aged between 9 and 13 years old. The results indicated three motivational profiles. One group of students with moderately high perceived competence and intrinsic motivation who demonstrated the best performance and the lowest levels of negative feelings about themselves. A second group was defined by moderately low levels of perceived competence and intrinsic motivation. The third group was characterized by very low perceived competence and low intrinsic motivation and demonstrated the worst performance in mathematics and the highest levels of anxiety and negative emotions towards mathematics.

scholarly journals Implicit Theories of Intelligence and Achievement Goals: A Look at Students’ Intrinsic Motivation and Achievement in Mathematics

2021 ◽  
Vol 12 ◽  
Author(s):  
Woon Chia Liu
Keyword(s):  
Intrinsic Motivation ◽  
Achievement Goals ◽  
Implicit Theories ◽  
Mathematics Performance ◽  
Equation Modeling ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
And Mathematics ◽  
Motivation And Achievement ◽  
Mastery Approach

The present research seeks to utilize Implicit Theories of Intelligence (mindsets) and Achievement Goal Theory to understand students’ intrinsic motivation and academic performance in mathematics in Singapore. 1,201 lower-progress stream students (596 males, 580 females, 25 missing data), ages ranged from 13 to 17 years (M = 14.68 years old, SD = 0.57), from 17 secondary schools in Singapore took part in the study. Using structural equation modeling, results confirmed hypotheses that incremental mindset predicted mastery-approach goals and, in turn, predicted intrinsic motivation and mathematics performance. Entity mindset predicted performance-approach and performance-avoidance goals. Performance-approach goal was positively linked to intrinsic motivation and mathematics performance; performance-avoidance goal, however, negatively predicted intrinsic motivation and mathematics performance. The model accounted for 35.9% of variance in intrinsic motivation and 13.8% in mathematics performance. These findings suggest that intrinsic motivation toward mathematics and achievement scores might be enhanced through interventions that focus on incremental mindset and mastery-approach goal. In addition, performance-approach goal may enhance intrinsic motivation and achievement as well, but to a lesser extent. Finally, the study adds to the literature done in the Asian context and lends support to the contention that culture may affect students’ mindsets and adoption of achievement goals, and their associated impact on motivation and achievement outcomes.

Emotional responses to ridicule and teasing: Should gelotophobes react differently?

2008 ◽  
Vol 21 (2) ◽  
Author(s):  
Tracey Platt
Keyword(s):  
Social Interactions ◽  
Emotional Response ◽  
Response Pattern ◽  
Negative Emotions ◽  
Emotional Responses ◽  
Play Signals ◽  
Low Levels ◽  
Negative Feelings

AbstractThe present study examined the hypothesis that gelotophobia blurs the emotional responses between ridicule and good-natured teasing. Ridicule should induce negative feelings and teasing happiness and surprise in individuals not suffering gelotophobia. Gelotophobes will discriminate less between the two. Their responses to teasing will be similar to ridicule. A sample of adults (N = 105) specified which emotions they would experience in nine scenarios of social interactions pre-selected to represent bullying ridicule or good-natured teasing. Ridicule elicited strong responses of shame, fear and anger, and other negative emotions but low happiness and surprise. Responses of gelotophobes and non-gelotophobes were highly parallel, with the exception that among extreme gelotophobes stronger shame and fear were displayed than among non-gelotophobes. Good-natured teasing seemed to elicit happiness and surprise and low levels of negative emotions among the non-gelotophobes. Among the gelotophobes, however, it was the negative emotions; primarily shame, fear, and anger that were exhibited as the emotional response pattern. In fact, the emotion profile to good-humored teasing was highly similar to the profile in response to the bullying-ridiculing situations. Gelotophobes' perceptions do not discriminate between playful teasing and good-natured teasing. They do not identify the safe and non-threatening quality of the teasing situations. Treatment of gelotophobes should, therefore, involve helping them to identify the play-signals, i.e., the meta-message that the interaction is playful, for fun and that no harm is intended.

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