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The impact of within-school autonomy on studentsí goal orientations and engagement with mathematics


Carmichael, C and Muir, T and Callingham, R, The impact of within-school autonomy on students' goal orientations and engagement with mathematics, Mathematics Education Research Journal, 29, (2) pp. 219-236. ISSN 1033-2170 (2017) [Refereed Article]


Copyright Statement

Copyright 2017 Mathematics Education Research Group of Australasia, Inc.

DOI: doi:10.1007/s13394-017-0200-z


School autonomy has been identified as having an impact on a schoolís performance, yet less has been reported about the effect this has on studentsí goal orientations and engagement with mathematics. In a national study conducted in schools across Australia, measures of school autonomy were collected from teachers and school leaders, along with studentsí perceptions of the mastery and performance goal orientations of their classrooms and personally using surveys. Schools were identified as having high or low levels of autonomy on the basis of school leadersí responses. For the study discussed in this paper, a subset of 14 schools for which matched student and teacher data were available provided studentsí responses to a variety of variables including goal orientations. The findings suggested students in high-autonomy schools were less likely to hold a personal performance approach and avoidance goals than their peers in low-autonomy schools. Fifty-five case studies conducted in 52 schools provided evidence of some of the practical aspects of these findings, which have implications for systems, schools and teachers.

Item Details

Item Type:Refereed Article
Keywords:numeracy, NAPLAN, autonomy, mathematics, self-determination theory
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Muir, T (Associate Professor Tracey Muir)
UTAS Author:Callingham, R (Associate Professor Rosemary Callingham)
ID Code:115800
Year Published:2017
Deposited By:Education
Deposited On:2017-04-10
Last Modified:2018-05-31
Downloads:63 View Download Statistics

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