Two main conclusions stem from our results. First, mastery goals have an important and significant impact on students' effort in the learning of mathematics. Second, the nature and the strength of the relationships between competence beliefs, utility value, achievement goals and effort are not significantly influenced by age and gender, at least in mathematics.

Our results support the hypothesis of a regular decline of motivation in mathematics during high school, accentuated between grades 9 and 11. Moreover, our results illustrate gender convergence in mathematics rather than gender differentiation. Finally, the gradual drop in motivation in mathematics appears to be a two-step phenomenon: a decrease between and within grade levels.

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Recherches en éducation