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Boys’ motivation profiles in mathematics: relations with contextual factors, wellbeing and engagement in a boys-only school
journal contribution
posted on 2023-05-21, 17:16 authored by Beswick, K, Watt, HMG, Granziera, H, Geiger, V, Sharon FraserSharon FraserThis study examined the extent to which boys fell into clusters comprised of different levels of motivations and costs. In turn, the antecedents of these clusters and associations with engagement and wellbeing outcomes were considered. Based on survey responses from 168 students across Years 5, 7 and 9 from an all-boys' school in Sydney, Australia, three clusters were identified: Positively Engaged, Disengaged, and Struggling Ambitious. Performance-approach and avoidance achievement goals, mastery classroom goal structure, perceived peer valuing of mathematics and teacher enthusiasm differentially predicted profile membership. Clusters were also found to differ in terms of both wellbeing and engagement, such that students within maladaptive profiles evidenced the most negative outcomes. The study reaffirms prior work, holds implications for addressing student motivation in mathematics, and adds to understanding of the interplay of individual and classroom goal structures in relation to students’ mathematics expectancies, values and resultant outcomes.
Funding
Department of Education, Skills and Employment
History
Publication title
ZDM - Mathematics EducationVolume
55Pagination
315–329ISSN
1863-9690Department/School
Faculty of EducationPublisher
SpringPlace of publication
GermanyRepository Status
- Restricted