How Students Switch on and Switch off in Mathematics: Exploring Patterns and Predictors of (Dis)Engagement across Middle School and High School

Autor/inn/en	Collie, Rebecca J.; Martin, Andrew J.; Bobis, Janette; Way, Jennifer; Anderson, Judy
Titel	How Students Switch on and Switch off in Mathematics: Exploring Patterns and Predictors of (Dis)Engagement across Middle School and High School
Quelle	In: Educational Psychology, 39 (2019) 4, S.489-509 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collie, Rebecca J.) ORCID (Martin, Andrew J.) ORCID (Bobis, Janette) ORCID (Anderson, Judy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2018.1537480
Schlagwörter	Learner Engagement; Student Motivation; Middle School Students; High School Students; Growth Models; Self Concept; Competence; Values; Aspiration; Gender Differences; Language Usage; Mathematics Achievement; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Schulische Motivation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Selbstkonzept; Kompetenz; Wertbegriff; Streben; Geschlechterkonflikt; Sprachgebrauch; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Australien
Abstract	Using growth modeling, this study examined trajectories of 'switching on' (aspirations) and 'switching off' (disengagement) in mathematics across middle school and high school. In addition, guided by principles under expectancy-value theory, the study sought to determine the extent to which patterns of growth differed by motivation (self-efficacy and valuing) and socio-educational attributes (gender, language background, and achievement). The sample comprised 194 students from four schools who participated in three rounds of data collection across five academic years of their schooling, spanning middle school and high school. In the main, mathematics aspirations declined over time while mathematics disengagement increased. However, initial levels of aspirations and disengagement and their rates of change over time were impacted by motivational and socio-educational factors. Salient findings and their implications for educational assessment and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01