Personal and environmental motivational determinants in learning high school mathematics

Bićanić, Danijel. (2011). Personal and environmental motivational determinants in learning high school mathematics . Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Rovan, Daria].

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Abstract

The aim of this study was to investigate the main assumptions of the Eccles and Wigfield (2000) expectancy value theory on the sample (N=294) of third-grade high school students. Included variables were expectancy of success/ability beliefs in mathematics, subjective values of mathematics, classroom goal structures and average grade in mathematics at the end of school year and desired courses as criteria variables. Hierarchical regression analysis showed a predictive value of expectations of success/ ability beliefs for achievement in mathematics: students who expected more success, and have considered themselves competent in this area, had higher grades in mathematics at the end of the school year. Logistic regression analysis showed subjective values of mathematics to be predictive for the selection of the desired courses: students who consider mathematics to a larger extent as important, interesting or useful tend to choose courses in areas related to mathematics. The study also examined the correlation between classroom goals and achievement in mathematics and selection of the desired courses. The only significantly positive predictor appeared the performance-avoid goal structure for success in mathematics. In general, the majority of expectancy value theory assumptions are confirmed and the connection between environmental factors (goal structures) with the observed variables was found to be weak.

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