Mathematics motivation in students with low cognitive ability: A longitudinal study of motivation and relations with effort, self-regulation, and grades.

Danielle  Tracey; Alexandre J S  Morin; Reinhard  Pekrun; Katrin Arens; Kou  Murayama; Stephanie  Lichtenfeld; Anne C. Frenzel; Thomas Götz; Christophe  Maïano

doi:10.1352/1944-7558-125.2.125

Mathematics motivation in students with low cognitive ability: A longitudinal study of motivation and relations with effort, self-regulation, and grades.

Danielle Tracey, Alexandre J S Morin, Reinhard Pekrun, Katrin Arens, Kou Murayama, Stephanie Lichtenfeld, Anne C. Frenzel, Thomas Götz, Christophe Maïano

Publications: Contribution to journal › Article › Peer Reviewed

Abstract

Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of 177 students with average to high cognitive ability from the German "Project for the Analysis of Learning and Achievement in Mathematics." Results showed that students with low levels of cognitive ability were able to differentiate EVT components. Both groups demonstrated a similar downward developmental trend in motivation from early to middle adolescence, and similar relations between EVT components and levels of efforts, self-regulation, and mathematics class grades.

Original language	English
Pages (from-to)	125-147
Number of pages	23
Journal	American Journal on Intellectual and Developmental Disabilities
Volume	125
Issue number	2
DOIs	https://doi.org/10.1352/1944-7558-125.2.125
Publication status	Published - 1 Mar 2020
Externally published	Yes

Austrian Fields of Science 2012

501002 Applied psychology
501016 Educational psychology

Keywords

ACADEMIC-ACHIEVEMENT
BELIEFS
CHILDREN
DETERMINANTS
EXPECTANCY-VALUE THEORY
LATENT-VARIABLES
MODEL
OF-FIT INDEXES
TEST-SCORES
VALUES
class grades
low cognitive ability
mathematics education
motivation
Mathematics education
Motivation
Class grades
Low cognitive ability

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10.1352/1944-7558-125.2.125

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Tracey, D., Morin, A. J. S., Pekrun, R., Arens, K., Murayama, K., Lichtenfeld, S., Frenzel, A. C., Götz, T., & Maïano , C. (2020). Mathematics motivation in students with low cognitive ability: A longitudinal study of motivation and relations with effort, self-regulation, and grades. American Journal on Intellectual and Developmental Disabilities, 125(2), 125-147. https://doi.org/10.1352/1944-7558-125.2.125

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title = "Mathematics motivation in students with low cognitive ability: A longitudinal study of motivation and relations with effort, self-regulation, and grades.",

abstract = "Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of 177 students with average to high cognitive ability from the German {"}Project for the Analysis of Learning and Achievement in Mathematics.{"} Results showed that students with low levels of cognitive ability were able to differentiate EVT components. Both groups demonstrated a similar downward developmental trend in motivation from early to middle adolescence, and similar relations between EVT components and levels of efforts, self-regulation, and mathematics class grades.",

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author = "Danielle Tracey and Morin, {Alexandre J S} and Reinhard Pekrun and Katrin Arens and Kou Murayama and Stephanie Lichtenfeld and Frenzel, {Anne C.} and Thomas G{\"o}tz and Christophe Ma{\"i}ano",

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Tracey, D, Morin, AJS, Pekrun, R, Arens, K, Murayama, K, Lichtenfeld, S, Frenzel, AC, Götz, T & Maïano , C 2020, 'Mathematics motivation in students with low cognitive ability: A longitudinal study of motivation and relations with effort, self-regulation, and grades.', American Journal on Intellectual and Developmental Disabilities, vol. 125, no. 2, pp. 125-147. https://doi.org/10.1352/1944-7558-125.2.125

Mathematics motivation in students with low cognitive ability: A longitudinal study of motivation and relations with effort, self-regulation, and grades. / Tracey, Danielle ; Morin, Alexandre J S ; Pekrun, Reinhard et al.
In: American Journal on Intellectual and Developmental Disabilities, Vol. 125, No. 2, 01.03.2020, p. 125-147.

Publications: Contribution to journal › Article › Peer Reviewed

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AU - Arens, Katrin

AU - Murayama, Kou

AU - Lichtenfeld, Stephanie

AU - Frenzel, Anne C.

AU - Götz, Thomas

AU - Maïano , Christophe

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Mathematics motivation in students with low cognitive ability: A longitudinal study of motivation and relations with effort, self-regulation, and grades.

Abstract

Austrian Fields of Science 2012

Keywords

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