The "Ins and Outs" of Student Engagement in Mathematics: Shifts in Engagement Factors among High and Low Achievers

Autor/inn/en	Skilling, Karen; Bobis, Janette; Martin, Andrew J.
Titel	The "Ins and Outs" of Student Engagement in Mathematics: Shifts in Engagement Factors among High and Low Achievers
Quelle	In: Mathematics Education Research Journal, 33 (2021) 3, S.469-493 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skilling, Karen) ORCID (Bobis, Janette) ORCID (Martin, Andrew J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-020-00313-2
Schlagwörter	Learner Engagement; Mathematics Achievement; High Achievement; Low Achievement; Secondary School Students; Student Motivation; Student Attitudes; Attitude Change; Grade 6; Grade 7; Preadolescents + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Sekundarschüler; Schulische Motivation; Schülerverhalten; Attitudinal change; Einstellungsänderung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Pre-adolescence; Präadoleszenz
Abstract	Student engagement in mathematics in the early secondary years can be fragile. Engagement in learning fluctuates in response to students' mathematics experiences and is underpinned by numerous adaptive and maladaptive factors. Thirty-seven 11-12 year old students (grades 6-7) responded twice to a questionnaire to measure shifts in their engagement and motivation over a 1-year period as they transitioned from primary to secondary school. When plotted on spider graphs, the results of specific adaptive and maladaptive factors visually demonstrate "in and out" movements as students' engagement levels shifted from time 1 to time 2. Subsequent semistructured interviews complemented questionnaire data by eliciting student beliefs about their achievement, feelings and behaviours towards mathematics. Interview data shed light on the reasons for individual student shifts in motivation and engagement during the transition. Together, data reveal four unique engagement/achievement characteristics. Significantly, students who were more alike in terms of their engagement reported similar factor patterns regardless of their achievement level. Findings draw attention to the importance of addressing mathematics engagement for students of all achievement levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01