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Held T, Mejeh M. Students' motivational trajectories in vocational education: Effects of a self-regulated learning environment. Heliyon 2024; 10:e29526. [PMID: 38681646 PMCID: PMC11046111 DOI: 10.1016/j.heliyon.2024.e29526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Revised: 04/08/2024] [Accepted: 04/09/2024] [Indexed: 05/01/2024] Open
Abstract
Motivation is central for successful learning processes and lifelong learning. In the present study, the motivational development of vocational students in a learning environment promoting self-regulated learning (SRL) was examined in comparison to a control group with regular, teacher-centered instruction. The first aim was to examine the development of the dispositional and situational motivation of vocational students. The second aim was to gain a deeper understanding of the students' motivational experiences and the factors of the learning environment that promote and impede motivation. For this purpose, a mixed-methods design was applied. Through multilevel analysis, we investigated the development of dispositional motivation between the beginning and the end of the first year of vocational education (N = 159), as well as the development of situational motivation over the first 14 weeks using weekly motivation measures (N = 119). In addition, we interviewed 19 students from the SRL-promoting and regular school settings. The quantitative results revealed significant changes in dispositional and situational motivation over time. The qualitative results showed that the three basic psychological needs (relatedness, competence, and autonomy) were central determinants of the students' motivation in both learning environments-albeit to varying extents. Overall, the SRL-promoting learning environment has positive effects on student motivation, but interindividual differences must be considered. Moreover, the results shed light on the coexistence of different motivation regulations within students and interindividual differences in the interpretation of the satisfaction of the three basic psychological needs.
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Affiliation(s)
- Tanja Held
- School of Education, Liverpool John Moores University, United Kingdom
- Department of Research in School and Learning, Institute of Educational Science, University of Bern, Switzerland
| | - Mathias Mejeh
- Zurich University of Teacher Education, Zurich, Switzerland
- Department of Research in School and Learning, Institute of Educational Science, University of Bern, Switzerland
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Hernández de la Hera JM, Morales-Rodríguez FM, Rodríguez-Gobiet JP, Martínez-Ramón JP. Attitudes toward mathematics/statistics, anxiety, self-efficacy and academic performance: an artificial neural network. Front Psychol 2023; 14:1214892. [PMID: 37492445 PMCID: PMC10363989 DOI: 10.3389/fpsyg.2023.1214892] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2023] [Accepted: 06/21/2023] [Indexed: 07/27/2023] Open
Abstract
Mathematics and statistical skills are crucial to daily life. However, many students found mathematics difficult to learn and understand. This research aimed to find relationships between mathematics and statistical attitudes and emotional dimensions, such as anxiety or self-efficacy. The sample consisted of two groups: the first group was formed by 276 Spanish students (75.7% female with an average age of 19.92 years) from different degrees at the University of Granada and the second one by agroup of 19 secondary school students from of a Secondary School in Granada, Spain (57.9% male students between 14 and 16 years of age from a public school). The instruments applied were a scale of attitude toward mathematics, a scale of attitude toward statistics, a scale to assess mathematical anxiety, and a scale to assess self-efficacy. An artificial neural network for the backpropagation algorithm was designed using dependent variable. The results showed a negative impact of anxiety on those attitudes, while self-efficacy had a positive impact on those mentioned attitudes. Therefore, emotional education is important in the well-being, and teaching in mathematics. The usefulness of the innovative neural network analysis in predicting the constructs evaluated in this study can be highlighted.
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Affiliation(s)
- Juan Manuel Hernández de la Hera
- Department of Evolutionary and Educational Psychology, Faculty of Education, Cartuja Campus, University of Granada, Granada, Spain
| | | | - José Pablo Rodríguez-Gobiet
- Department of Evolutionary and Educational Psychology, Faculty of Psychology, Cartuja Campus, University of Granada, Granada, Spain
| | - Juan Pedro Martínez-Ramón
- Department of Evolutionary and Educational Psychology, Faculty of Psychology and Speech Therapy, Campus Regional Excellence Mare Nostrum, University of Murcia, Murcia, Spain
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Menella St Omer S, Chen S. Examining the Dynamics of Mathematics Anxiety, Perceived Cost, and Achievement: A Control-Value Theory Approach. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2023. [DOI: 10.1016/j.cedpsych.2023.102169] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
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Conlon RA, Barroso C, Ganley CM. Young children's career aspirations: Gender differences, STEM ambitions, and expected skill use. THE CAREER DEVELOPMENT QUARTERLY 2023. [DOI: 10.1002/cdq.12312] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Affiliation(s)
- Rachel A. Conlon
- Department of Psychology Florida State University Tallahassee Florida USA
| | - Connie Barroso
- Department of Educational Psychology Texas A&M University College Station Texas USA
| | - Colleen M. Ganley
- Department of Psychology Florida State University Tallahassee Florida USA
- Florida Center for Research in Science, Technology, Engineering, and Mathematics in the Learning Systems Institute Florida State University Tallahassee Florida USA
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Is Cost Separate from or Part of Subjective Task Value? An Empirical Examination of Expectancy-Value Versus Expectancy-Value-Cost Perspectives. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2023. [DOI: 10.1016/j.cedpsych.2023.102149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
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High school students' expectancy, value, and cost profiles and their relations with engagement and achievement in Math and English. LEARNING AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.lindif.2022.102252] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
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Vinni-Laakso J, Upadyaya K, Salmela-Aro K. Associations between adolescent students' multiple domain task value-cost profiles and STEM aspirations. Front Psychol 2022; 13:951309. [PMID: 36619107 PMCID: PMC9815538 DOI: 10.3389/fpsyg.2022.951309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Accepted: 12/01/2022] [Indexed: 12/24/2022] Open
Abstract
According to the modern expectancy-value theory, students' task values may differ across domains, manifesting as varying motivational patterns. In middle school, students' motivation becomes increasingly apparent and may direct their future occupational aspirations. Using a person-oriented approach, this study examines students' self-concept, and positive and negative task values (i.e., utility value, intrinsic value, and emotional cost) across Finnish language, math, biology, and physics, and the stability of the identified profiles. Further, the associations of the profiles with students' subsequent academic achievement and math and natural science, technology, engineering, and mathematics (STEM)/health science STEM aspirations, and gendered effects were examined. Longitudinal data was collected through Grades 7 to 9 in 21 middle schools in Helsinki, Finland (N = 1,309, N = 1,179, N = 818, respectively; age 13-15 years; 55.9% female). Latent profile analysis (LPA) identified four task value profiles in Grades 7 and 8: Low motivation high cost STEM (13%/13%) showed low task values with high cost, especially in math and physics; High motivation low cost STEM (7%/8%) showed the highest task values with the lowest cost, especially in math and physics; High motivation high cost (18%/17%) showed high task values and cost across domains; and Moderate motivation and cost (62%/62%) showed moderate task values and cost across domains. The latent transition analysis identified Moderate motivation and cost as the most stable profile across 2 years. In comparison to the other profiles, students with a Low motivation high cost STEM profile were less likely to have STEM aspirations in Grade 9. These results suggests that majority of middle school students are highly to moderately motivated in various domains, however, some students simultaneously experience high cost. It may reflect the increasingly difficult courses and study demands in middle school.
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Affiliation(s)
- Janica Vinni-Laakso
- Minds Hub Research Group, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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Burns EC, Van Bergen P, Leonard A, Amin Y. Positive, complicated, distant, and negative: How different teacher-student relationship profiles relate to students' science motivation. J Adolesc 2022; 94:1150-1162. [PMID: 36120964 DOI: 10.1002/jad.12093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 08/27/2022] [Accepted: 08/29/2022] [Indexed: 12/13/2022]
Abstract
INTRODUCTION Researchers note a consistent decline in adolescents' motivation and participation in science. It is important to examine factors vital to students' motivation in science, such as teacher-student relationships (TSRs). Limited research in science has examined TSRs from a multidimensional or person-centered perspective. The present investigation adopts Ang's tripartite relational framework to examine three dimensions of TSRs: socio-emotional support, instrumental help, and conflict. Such research is needed to better understand the diversity of relationships that exist within a science classroom and their impact on science motivation. METHODS This study examined N = 2669 Australian high school students (66% girls; Mage = 15.11 years; SD = 0.69). Data were collected via online sampling in the final quarter of 2020. The data are cross-sectional. Latent profile analysis was used to (1) determine if distinct student profiles based on the three dimensions of TSRs existed and (2) the extent to which these profiles were associated with varying levels of science motivation: self-efficacy, intrinsic value, utility value, and cost. RESULTS Four distinct profiles were identified: Positive, Complicated, Distant, and Negative. Students in the Negative TSR profile reported the lowest adaptive motivation and highest cost. The associations between profile membership and motivation were more varied for the Positive, Complicated, and Distant TSR profiles. CONCLUSIONS Findings indicate that dichotomous perspectives (positive vs. negative) may be insufficient to describe the diversity of relationships within science classrooms. Results also suggest that concurrent attendance to all dimensions of TSRs is needed to improve relationships.
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Affiliation(s)
- Emma C Burns
- School of Education, Faculty of Arts, Macquarie University, Sydney, Australia
| | - Penny Van Bergen
- School of Education, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, Australia
| | - Annie Leonard
- School of Education, Faculty of Arts, Macquarie University, Sydney, Australia
| | - Yusriya Amin
- School of Education, Faculty of Arts, Macquarie University, Sydney, Australia
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Burns EC, Lowe K, Leonard A, Tsiamis J. Australian Aboriginal and Torres Strait Islander Students’ Motivation to Continue in Senior Science: An Expectancy Value Theory and Intersectional Identity Approach. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Raufelder D, Hoferichter F, Hirvonen R, Kiuru N. How students’ motivational profiles change during the transition from primary to lower secondary school. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Expectancy-value profiles in math: How are student-perceived teaching behaviors related to motivational transitions? LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Expectancies, task values, and perceived costs: Reciprocal effects on math-related career intention and achievement among middle school girls. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Hübner N, Wagner W, Meyer J, Watt HMG. To Those Who Have, More Will Be Given? Effects of an Instructional Time Reform on Gender Disparities in STEM Subjects, Stress, and Health. Front Psychol 2022; 13:816358. [PMID: 35265013 PMCID: PMC8899205 DOI: 10.3389/fpsyg.2022.816358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Accepted: 01/07/2022] [Indexed: 11/13/2022] Open
Abstract
Educational reformers all around the globe are continuously searching for ways to make schools more effective and efficient. In Germany, this movement has led to reforms that reduced overall school time of high track secondary schools from 9 to 8 years, which was compensated for by increasing average instruction time per week in lower secondary school (Grades 5-10). Based on prior research, we assumed that this reform might increase gender disparities in STEM-related outcomes, stress, and health because it required students to learn similar content in less amount of time. Therefore, we investigated how the school time reform affected gender disparities at the end of upper secondary school between 2011 and 2013. Specifically, we considered representative data of the last two cohorts who completed lower secondary school before the reform (N = 2,405) and the first two cohorts after the reform (N = 2,413) from the National Educational Panel Study. Potential differences in gender disparities were investigated for upper secondary school outcomes of subject-specific standardized test performance, self-concept, and interest in mathematics, biology and physics, as well as outcomes of school-related stress and health. Overall, we found substantial disparities between girls and boys, which seemed to change little after the reform. Exceptions were the statistically significant gender × reform interactions for one stress dimension (Overload) and two health dimensions (Overburdening and Achievement-related fear) which increased for both boys and girls, but more strongly for girls.
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Affiliation(s)
- Nicolas Hübner
- Institute of Education, University of Tübingen, Tübingen, Germany
| | - Wolfgang Wagner
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | - Jennifer Meyer
- Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany
| | - Helen M G Watt
- School of Education and Social Work, The University of Sydney, Sydney, NSW, Australia
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St Omer SM, Akungu OA, Chen S. Examining the relation among cost, academic emotion, and achievement in mathematics. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02839-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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15
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How Do Adolescent Mathematical Self-concept and Values Explain Attainment of Different Kinds of STEM Degrees in Adulthood? CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102057] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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16
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Levy HE, Fares L, Rubinsten O. Math anxiety affects females' vocational interests. J Exp Child Psychol 2021; 210:105214. [PMID: 34198037 DOI: 10.1016/j.jecp.2021.105214] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Revised: 04/11/2021] [Accepted: 05/28/2021] [Indexed: 01/19/2023]
Abstract
Vocational interest in science, technology, engineering, and math (STEM) fields in middle school can predict life outcomes, including enrollment in STEM courses and pursuing STEM careers. Numerical performance, as well as emotional factors such as math anxiety (MA), may influence vocational interests. The constructs of both vocational interests and MA are sensitive to gender differences. Accordingly, this study explored whether the relations among MA, numerical performance, and math vocational interests among middle-school students vary by gender. A sample of 127 ninth-grade students (68 females) performed a computation task and completed MA and trait anxiety (TA) questionnaires. A math vocational interest questionnaire was composed and assessed with an additional sample of 89 ninth-grade students. For females, MA, but not TA or numerical performance, predicted math vocational interest. Those with low MA levels tended to be interested in careers with higher math proficiency such as STEM careers. For males, high numerical performance and low TA, but not MA, related to interest in careers with high math proficiency. Bayes factors indicated that the data strongly supported the theory. The findings support the assumption that high MA levels affect the career plans of female students, whereas low numerical performance can account for both MA levels and future career plans of male students. It is essential to investigate how career aspirations are shaped in young students to promote the choice of STEM careers, especially among underrepresented populations such as females.
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Affiliation(s)
- Hili Eidlin Levy
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 3498838, Israel
| | - Laurain Fares
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 3498838, Israel
| | - Orly Rubinsten
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 3498838, Israel.
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Expectancy-value profiles in math and science: A person-centered approach to cross-domain motivation with academic and STEM-related outcomes. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101962] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Hudig J, Scheepers AWA, Schippers MC, Smeets G. Motivational Mindsets and Reasons for Studying: Development and Validation of a Classification Tool. Front Psychol 2020; 11:535801. [PMID: 33391065 PMCID: PMC7773725 DOI: 10.3389/fpsyg.2020.535801] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2020] [Accepted: 10/26/2020] [Indexed: 12/02/2022] Open
Abstract
First-year university students have multiple motives for studying and these motives may interact. Yet, past research has primarily focused on a variable-centered, dimensional approach missing out on the possibility to study the joint effect of multiple motives that students may have. Examining the interplay between motives is key to (a) better explain student differences in study success and wellbeing, and (b) to understand different effects that interventions can have in terms of wellbeing and study success. We therefore applied a student-centered, multidimensional approach in which we explored motivational profiles of first-year university students by combining three dimensions of motives for studying (self-transcendent, self-oriented, and extrinsic) which have been shown to be differently related to academic functioning. Using cluster analysis in two independent, consecutive university student cohorts (n = 763 and n = 815), we identified four meaningful profiles and coined them motivational mindsets. We validated the four mindset profiles not only within each student sample but also found almost identical profiles between the student samples. The motivational mindset profiles were labeled: high-impact mindset, low-impact mindset, social-impact mindset, and self-impact mindset. In addition to validating the paradigm, we developed a mindset classification tool to further use these mindsets in practice and in future research.
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Affiliation(s)
- Job Hudig
- Erasmus School of Social and Behavioural Sciences, Erasmus University, Rotterdam, Netherlands
| | - Ad W. A. Scheepers
- Rotterdam School of Management, Erasmus University, Rotterdam, Netherlands
| | | | - Guus Smeets
- Erasmus School of Social and Behavioural Sciences, Erasmus University, Rotterdam, Netherlands
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Tuominen H, Juntunen H, Niemivirta M. Striving for Success but at What Cost? Subject-Specific Achievement Goal Orientation Profiles, Perceived Cost, and Academic Well-Being. Front Psychol 2020; 11:557445. [PMID: 33117226 PMCID: PMC7550833 DOI: 10.3389/fpsyg.2020.557445] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Accepted: 08/28/2020] [Indexed: 11/29/2022] Open
Abstract
Most studies utilizing a person-oriented approach to investigating students’ achievement goal orientation profiles have been domain-general or focused on a single domain (usually mathematics), thus excluding the possibility of identifying distinct subject-specific motivational profiles. In this study, we looked into this by examining upper secondary school students’ subject-specific achievement goal orientation profiles simultaneously in mathematics and English. As distinct profiles might contribute to how students invest time and effort in studying, we also examined differences in perceived subject-specific cost (i.e., effort required, emotional cost, opportunity cost) among students with different profiles and how this was linked with students’ more general academic well-being (i.e., school engagement, burnout). The 434 Finnish general upper secondary school students participating in the study were classified based on their achievement goal orientations in the two subjects using latent profile analysis, and the predictions of the latent profile on distal outcomes (i.e., measures of cost and academic well-being) were examined within the mixture model. Five divergent achievement goal orientation profiles were identified: indifferent (29%), success-oriented (26%), mastery-oriented (25%), English-oriented, math-avoidant (14%), and avoidance-oriented (6%). The English-oriented, math-avoidant students showed the most distinct domain-specificity in their profile but, in general, profiles indicated more cross-domain generality than specificity. Overall, mastery-oriented students showed the most adaptive academic well-being, while avoidance-oriented students were the least engaged. Success-oriented students were characterized by high multiple goals in both subjects, elevated costs, and high scores on both positive (engagement) and negative (burnout) well-being indicators. The English-oriented, math-avoidant students perceived studying math as costly. The findings suggest that addressing students’ achievement motivation in different subjects may be useful for recognizing factors endangering or fostering student learning and well-being.
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Affiliation(s)
- Heta Tuominen
- Turku Institute for Advanced Studies & Department of Teacher Education, University of Turku, Turku, Finland.,Department of Education, University of Helsinki, Helsinki, Finland
| | | | - Markku Niemivirta
- School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland.,Department of Education, University of Helsinki, Helsinki, Finland
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Lazarides R, Raufelder D. Control-value theory in the context of teaching: does teaching quality moderate relations between academic self-concept and achievement emotions? BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:127-147. [PMID: 32369196 DOI: 10.1111/bjep.12352] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2019] [Revised: 02/05/2020] [Indexed: 12/01/2022]
Abstract
BACKGROUND Students' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations. AIMS Referring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relation between student-level mathematics self-concept at the beginning of the school year and students' achievement emotions at the middle of the school year. SAMPLE Data of 807 ninth and tenth graders (53.4% girls) and their mathematics teachers (58.1% male) were analysed. METHOD Students and teachers completed questionnaires at the beginning of the school year and at the middle of the school year. Multi-level modelling and cross-level interaction analyses were used to examine the longitudinal relations between self-concept, teacher-perceived teaching quality, and achievement emotions as well as potential interaction effects. RESULTS Mathematics self-concept significantly and positively related to enjoyment in mathematics and negatively related to anxiety. Teacher-reported structuredness decreased students' anxiety. Mathematics self-concept only had a significant and positive effect on students' enjoyment at high levels of teacher-reported cognitive activation and at high levels of structuredness. CONCLUSIONS High teaching quality can be seen as a resource that strengthens the positive relations between academic self-concept and positive achievement emotions.
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Eccles JS, Wigfield A. From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101859] [Citation(s) in RCA: 197] [Impact Index Per Article: 49.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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