Explaining social disparities in mathematical achievement: the role of motivation.

Autor/inn/en	Kriegbaum, Katharina; Spinath, Birgit
Titel	Explaining social disparities in mathematical achievement: the role of motivation.
Quelle	In: European journal of personality, 30 (2016) 1, S. 45-63 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Abbildungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0890-2070; 1099-0984
DOI	10.1002/per.2042
Schlagwörter	Längsschnittuntersuchung; Sekundäranalyse; Soziale Ungleichheit; Sozioökonomischer Status; Selbstkonzept; Selbstwirksamkeit; Test; Eltern; Schuljahr 09; Schuljahr 10; Schüler; Schülerleistung; Motivation; Datenanalyse; Mathematik; Einflussfaktor; Deutschland
Abstract	This study examined the role of motivation as a mediator of the relationship between parents' socio-economic status (SES) and children's standardized test achievement in math. We employed a one-year longitudinal approach using Programme for International Student Assessment (PISA) 2003 and a follow-up exam in 2004. The sample consisted of N = 6020 German students (mean age 15.5 years, SD = .55) who continued school after Grade 9 (PISA 2003) and were in Grade 10 at the time of PISA 2004. Children completed measures related to their parents' SES, math-specific self-concept, task-specific and global self-efficacy, and interest, intelligence and mathematical competence. We found a small to moderate correlation between parents' SES and children's achievement. All motivational constructs partially mediated the relationship between father's SES as well as a family index for SES (economic, social, and cultural status) and children's mathematical competence, but only math-specific self-concept and self-efficacy were significant mediators for mother's SES. Even when simultaneously considering the mediating effect of children's intelligence and prior achievement, the mediation effects of motivation remained significant. These results are important for our understanding of educational equality. (übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/1