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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 Fraser
This 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 Education

Volume

55

Pagination

315–329

ISSN

1863-9690

Department/School

Faculty of Education

Publisher

Spring

Place of publication

Germany

Repository Status

  • Restricted

Socio-economic Objectives

Equity and access to education; Gender aspects in education

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