Are Students with High Ability in Math More Motivated in Math and Science than Other Students?

Autor/inn/en	Andersen, Lori; Cross, Tracy L.
Titel	Are Students with High Ability in Math More Motivated in Math and Science than Other Students?
Quelle	In: Roeper Review, 36 (2014) 4, S.221-234 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2014.945221
Schlagwörter	Academically Gifted; High Achievement; Mathematical Aptitude; Motivation; Mathematics Achievement; Science Achievement; Grade 9; Profiles; Self Efficacy; Scores; Racial Differences; Ethnicity; Expectation; Student Educational Objectives; Value Judgment; Science Interests; Vocational Interests; Identification (Psychology); Longitudinal Studies; Class Size; Predictor Variables; Achievement Need + Suchen Sie Ihr Suchwort? psychologische; Motivation (psychologisch); Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 09; 9. Schuljahr; Schuljahr 09; Charakterisierung; Profilanalyse; Self-efficacy; Selbstwirksamkeit; Rassenunterschied; Ethnizität; Expectancy; Erwartung; Werturteil; Berufsinteresse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Klassengröße; Prädiktor
Abstract	Expectancy-value motivation profiles were identified in a sample of US ninth-grade students in 2009 (n = 19,259) using latent profile analysis. Of four distinct profiles, two were high, one typical, and one low in math and in science. In each area, the two high profiles were distinguished by (1) high self-efficacy with lower utility value and (2) high utility value with lower self-efficacy. High-ability was identified by a math score at least one standard deviation above the mean within the race/ethnicity group. Forty-one percent of high-ability students had high math motivation, while only 27% had high science motivation. Evidence of disidentification was observed. Some high-ability students had low motivation in math (15%) and science (28%). Implications for talent development and gifted education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10