Underpinnings of Expectancies of Success in Mathematics: An Analysis of General, School-Related, and Domain-Specific Motivation Antecedents

Autor/in	Hodis, Flaviu A.
Titel	Underpinnings of Expectancies of Success in Mathematics: An Analysis of General, School-Related, and Domain-Specific Motivation Antecedents
Quelle	In: Journal of Educational Psychology, 110 (2018) 3, S.407-430 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000218
Schlagwörter	Mathematics Instruction; Mathematics Achievement; Expectation; Foreign Countries; Grade 9; Grade 10; Grade 11; Grade 12; Secondary School Students; Secondary School Mathematics; Correlation; Factor Analysis; Structural Equation Models; Predictor Variables; Achievement Need; Failure; Student Motivation; Student Attitudes; Statistical Analysis; New Zealand + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Expectancy; Erwartung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Korrelation; Faktorenanalyse; Prädiktor; Schulische Motivation; Schülerverhalten; Statistische Analyse; Neuseeland
Abstract	This article aims to enhance understanding of the nomological network of expectancy of success beliefs related to mathematics. To this end, the paper uses the expectancy-value, regulatory focus, and regulatory mode theoretical frameworks and investigates 3 key classes of motivation predictors: (a) General motivation predispositions that center on students' ideal (vs. ought) self-conceptualizations and contribute to the development of their self-schemas (i.e., promotion, prevention, locomotion, and assessment); (b) School-related achievement motives (i.e., need for achievement and fear of failure); and (c) Domain-specific autonomous and controlled reasons undergirding motivation to study mathematics. To examine the relationships between these antecedents and expectancies of success, data were collected from a sample of 5732 students enrolled in years 10 through 13 in 1 of 19 secondary schools. The results of exploratory structural equation modeling analyses indicated that studying to fulfill one's aspirations and having a promotion focus were generally the strongest predictors of expectancies of success. In contrast, the other motivation predispositions, school-related achievement motives, and controlled reasons for studying mathematics had weaker or nonsignificant relationships with the criterion. Across the total sample as well as the subgroups investigated (i.e., school year and gender), the model accounted for substantial variability in students' expectancies of success in mathematics. These findings have important implications for advancing understanding of the motivation beliefs of secondary school students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01