Pervan, Petra.
(2018).
Motivational beliefs, grit and engagement in mathematics among students of different gymnasium programmes.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Pavlin-Bernardić, Nina].
Abstract
The aim of this study was to determine if there are differences between students of three different gymnasium programs regarding their subjective values, self-efficacy, grit and engagement in mathematics and to examine how those first noted variables predict student's engagement in mathematics. The sample consisted of 392 third grade students from mathematical, general and language gymnasiums. They completed a questionnaire which contained scales that measure engagement, self-efficacy, subjective value of math and grit. Results showed that students from mathematical gymnasiums are more emotionally engaged, more self-efficient and attach greater subjective value to the math than general and language gymnasium's students. Furthermore, they are more behaviorally and cognitively engaged in math from the language gymnasium students. There is no significant difference between students in grit. Regression analysis revealed that subjective value and perseverance of effort were significant predictors of behavioral engagement. In explaining of cognitive engagement, significant predictors were subjective value, self-efficacy, perseverance of effort and consistency of interests. Significant predictors in explaining emotional engagement were gender, expected grade, subjective value, self-efficacy, consistency of interests and perseverance of effort. Combination of predictors mostly explained variance of cognitive engagement, followed by behavioral and emotional engagement.
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