A Path Analysis of the Relationship among Critical Motivational Variables and Achievement in Reform-Oriented Mathematics Curriculum

Autor/inn/en	Middleton, James A.; Leavy, Aisling; Leader, Lars
Titel	A Path Analysis of the Relationship among Critical Motivational Variables and Achievement in Reform-Oriented Mathematics Curriculum
Quelle	In: RMLE Online: Research in Middle Level Education, 36 (2013) 8, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
Schlagwörter	Mathematics Achievement; Student Motivation; Middle School Students; Path Analysis; Educational Change; Program Implementation; Predictor Variables; Achievement Gains; Student Interests; Program Effectiveness; Measures (Individuals); Structural Equation Models; Statistical Analysis; Correlation; Learner Engagement; Mathematics Curriculum; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Pfadanalyse; Bildungsreform; Prädiktor; Achievement gain; Leistungssteigerung; Studieninteresse; Messdaten; Statistische Analyse; Korrelation
Abstract	This study investigated the relationship among critical motivational variables and mathematics achievement as middle grades students engaged in a reform-oriented curriculum, "Mathematics in Context." We tested 327 students in fifth, sixth, and seventh grade before and after two years of implementation. We performed a path analysis with subscales representing latent motivational variables and with achievement on the Iowa Test of Basic Skills as the outcome variable. The variables stimulation and control interacted to produce task interest, which, in turn, contributed to achievement gains. Effort was a byproduct of the stimulation afforded by the mathematical tasks. Attributions of success and failure were outcomes of interest. Utility mediated the effort on tasks and the attributions the tasks engendered. Results show that, with curriculum designed to emphasize utility and interest, students forged a high degree of motivation. Also, their achievement increased dramatically, in part, as a function of this increase in motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10