Developmental Dynamics between Mathematical Performance, Task Motivation, and Teachers' Goals during the Transition to Primary School

Autor/inn/en	Aunola, Kaisa; Leskinen, Esko; Nurmi, Jari-Erik
Titel	Developmental Dynamics between Mathematical Performance, Task Motivation, and Teachers' Goals during the Transition to Primary School
Quelle	In: British Journal of Educational Psychology, 76 (2006) 1, S.21-40 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709905X51608
Schlagwörter	Grade 2; Learning Motivation; Longitudinal Studies; Grade 1; Classroom Environment; Mathematics Achievement; Mathematics Instruction; Foreign Countries; Self Concept; Student Motivation; Teaching Methods; Educational Objectives + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Motivation for studies; Lernmotivation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; Klassenklima; Unterrichtsklima; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Ausland; Selbstkonzept; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Background: It has been suggested that children's learning motivation and interest in a particular subject play an important role in their school performance, particularly in mathematics. However, few cross-lagged longitudinal studies have been carried out to investigate the prospective relationships between academic achievement and task motivation. Moreover, the role that the classroom context plays in this development is largely unknown. Aims: The aim of the study was to investigate the developmental dynamics of maths-related motivation and mathematical performance during children's transition to primary school. The role of teachers' pedagogical goals and classroom characteristics on this development was also investigated. Sample: A total of 196 Finnish children were examined four times: (0) in October during their preschool year; (1) in October and (2) April during their first grade of primary school; and (3) in October during their second grade. Method: Children's mathematical performance was tested at each measurement point. Task motivation was examined at measurement points 2, 3, and 4 using the Task-value scale for children. First-grade teachers were interviewed in November about their pedagogical goals and classroom characteristics. Results and conclusions: The results showed that children's mathematical performance and related task motivation formed a cumulative developmental cycle: a high level of maths performance at the beginning of the first grade increased subsequent task motivation towards mathematics, which further predicted a high level of maths performance at the beginning of the second grade. The level of maths-related task motivation increased in those classrooms where the teachers emphasized motivation or self-concept development as their most important pedagogical goal. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10