A Multivariate Model of Achievement in Geometry

Autor/inn/en	Bailey, MarLynn; Taasoobshirazi, Gita; Carr, Martha
Titel	A Multivariate Model of Achievement in Geometry
Quelle	In: Journal of Educational Research, 107 (2014) 6, S.440-461 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2013.833073
Schlagwörter	Mathematics Achievement; Geometry; High School Students; Secondary School Mathematics; Influences; Structural Equation Models; Hypothesis Testing; Problem Solving; Emotional Response; Pictorial Stimuli; Classification; Psychological Patterns; Student Motivation; Grade 10; Questionnaires; Freehand Drawing; Scores; Mathematics Tests; Statistical Analysis; Georgia + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geometrie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Influence; Einfluss; Einflussfaktor; Hypothesenprüfung; Hypothesentest; Problemlösen; Emotionales Verhalten; Fantasieanregung; Classification system; Klassifikation; Klassifikationssystem; Schulische Motivation; Fragebogen; Drawing; Zeichnen; Statistische Analyse
Abstract	Previous studies have shown that several key variables influence student achievement in geometry, but no research has been conducted to determine how these variables interact. A model of achievement in geometry was tested on a sample of 102 high school students. Structural equation modeling was used to test hypothesized relationships among variables linked to successful problem solving in geometry. These variables, including motivation, achievement emotions, pictorial representation, and categorization skills, were examined for their influence on geometry achievement. Results indicated that the model fit well. Achievement emotions, specifically boredom and enjoyment, had a significant influence on student motivation. Student motivation influenced students' use of pictorial representations and achievement. Pictorial representation also directly influenced achievement. Categorization skills had a significant influence on pictorial representations and student achievement. The implications of these findings for geometry instruction and for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10