Mathematics Motivation in Students with Low Cognitive Ability: A Longitudinal Study of Motivation and Relations with Effort, Self-Regulation, and Grades

Autor/inn/en	Tracey, Danielle; Morin, Alexandre J. S.; Pekrun, Reinhard; Arens, A. Katrin; Murayama, Kou; Lichtenfeld, Stephanie; Frenzel, Anne C.; Goetz, Thomas; Maïano, Christophe
Titel	Mathematics Motivation in Students with Low Cognitive Ability: A Longitudinal Study of Motivation and Relations with Effort, Self-Regulation, and Grades
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 125 (2020) 2, S.125-147 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
Schlagwörter	Student Motivation; Cognitive Ability; Grades (Scholastic); Self Control; Grade 5; Grade 8; Foreign Countries; Mathematics Achievement; Expectation; Value Judgment; Age Differences; Adolescents; Germany + Suchen Sie Ihr Suchwort? Schulische Motivation; Denkfähigkeit; Notenspiegel; Selbstbeherrschung; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Expectancy; Erwartung; Werturteil; Age; Difference; Age difference; Altersunterschied; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Deutschland
Abstract	Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of 177 students with average to high cognitive ability from the German "Project for the Analysis of Learning and Achievement in Mathematics." Results showed that students with low levels of cognitive ability were able to differentiate EVT components. Both groups demonstrated a similar downward developmental trend in motivation from early to middle adolescence, and similar relations between EVT components and levels of efforts, self-regulation, and mathematics class grades. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01