No abstract

Student motivation predicts academic achievement, engagement, and related academic behaviors. Yet in spite of the importance of motivation for academic success, few studies have examined the school and national-level contextual characteristics associated with motivation. The present study uses hierarchical linear modeling to analyze a large international dataset of eighth grade students in 40 countries to assess the extent to which math motivation varies by individual, school, and country-level factors. Findings indicate that contextual variables predict student interest, self-efficacy, and utility value related to math. Student perceptions of school climate emerged as a strong and consistent predictor of math motivation, above and beyond demographics and achievement. The current study identifies characteristics of students at risk for poor motivation and emphasizes the need for school climate intervention. Impact and Implications StatementStudents' perceptions of school climate, or how they feel about their school, strongly predicted how motivated they were in math, including their confidence in their math skills, interest in math, and beliefs about whether math is useful.