Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics

Carmichael, Colin; Callingham, Rosemary; Watt, Helen Margaret Gilchrist

doi:10.1007/s11858-016-0831-7

Cited by 38 publications

(30 citation statements)

References 50 publications

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“…Interest is an important motivational construct that has recently gained considerable attention in mathematics education (Carmichael at al. 2017;Liebendörfer and Schukajlow 2017;Rellensmann and Schukajlow 2017;Ufer et al 2017).…”

Section: Motivationmentioning

confidence: 99%

“…Controlling for individual achievement, students from high-achieving classes had lower self-concept and values in mathematics than students from low-achieving classes. Carmichael et al (2017) linked teachers' and students' perceptions in an investigation of the relation between teachers' enthusiasm and students' interest. They referred to achievement goal theory (Dweck and Elliott 1983) and interest theories and used multilevel structural equation modeling.…”

Section: The Role Of Context Variablesmentioning

confidence: 99%

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Emotions and motivation in mathematics education: theoretical considerations and empirical contributions

Schukajlow

Rakoczy

Pekrun

2017

ZDM Mathematics Education

144

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Section: Motivationmentioning

confidence: 99%

Section: The Role Of Context Variablesmentioning

confidence: 99%

Emotions and motivation in mathematics education: theoretical considerations and empirical contributions

Schukajlow

Rakoczy

Pekrun

2017

ZDM Mathematics Education

144

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“…Achievement goal theory (AGT) offers a framework within which to analyse students’ motivational learning environments as potential antecedents to motivational profiles. Mastery-oriented classrooms (focused on learning and understanding) have generally been found to predict higher levels of interest (Midgley et al, 2001; Harackiewicz et al, 2008; Carmichael et al, 2017), whereas performance-oriented classrooms (focused on competition and grades) tend to be unassociated (Harackiewicz et al, 2008; Pantziara and Philippou, 2015; Carmichael et al, 2017) or even undermine learning (Crouzevialle and Butera, 2013). Mastery and performance-oriented learning environments have been linked to students’ mathematical task values and career aspirations (Lazarides and Watt, 2015).…”

Section: Introductionmentioning

confidence: 99%

Adolescents’ Motivational Profiles in Mathematics and Science: Associations With Achievement Striving, Career Aspirations and Psychological Wellbeing

2019

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Pertinent to concern in Australia and elsewhere regarding shortages in STEM fields, motivational expectancies and values predict STEM study and career aspirations. Less is known about how “cost” values may deter, and how expectancies/values and costs combine for different profiles of learners to predict achievement aspirations and psychological wellbeing outcomes. These were the aims of the present study using established measures of perceived talent, intrinsic and utility values, and a new multidimensional “costs” measure as the platform to explore a typology of mathematics/science learners. Grade 10 Australian adolescents ( N = 1,172; 702 girls) from 9 metropolitan Sydney/Melbourne schools completed surveys early 2012/2013. Latent profile analyses educed profiles within each of mathematics and science: “Positively engaged” scored high on positive motivations, low on costs; “Struggling ambitious” were high for both positive motivations and costs; “Disengaged” exhibited generally low scores on positive motivations but high costs. MANOVAs examined mathematics/science profile differences on clustering variables, experienced learning environments, achievement background and striving, career aspirations and psychological wellbeing. Positively engaged/Struggling ambitious were distinguished by high costs perceived by Struggling ambitious, associated with debilitated psychological wellbeing, but not eroding achievement striving. A greater proportion of boys was in this risk type. Disengaged students reported lowest STEM-related career aspirations, aimed marks and history of results; in mathematics, a greater proportion of girls was in this risk type. Profiles could be conceptualized along dimensions of achievement striving and psychological wellbeing. Similar profiles for mathematics and science, and coherent patterns of antecedents and outcomes, suggest several theoretical and educational implications.

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“…Naturally, the present research has some limitations. The mechanisms behind the connections between temperament and motivation are likely to be complex, and situational variables, such as classroom or teacher characteristics (e.g., classroom goal orientation, teacher enthusiasm; Carmichael et al, 2017 ) are likely to play a part. Future research should take into account, and aim to control the effects of contextual variables that remained unaccounted for in the present study.…”

Section: Discussionmentioning

confidence: 99%

Temperamental Sensitivities Differentially Linked With Interest, Strain, and Effort Appraisals

2021

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The present research examined the connections between temperament (punishment sensitivity; interindividual reward sensitivity; intraindividual reward sensitivity), students’ domain- and course-specific motivational appraisals (interest, strain, effort), and performance, in two studies. Study 1 explored the relationships between temperamental sensitivities, motivational appraisals, and task achievement among secondary students (N = 268) in the domain of mathematics, using Exploratory Structural Equation Modeling (ESEM) for the analyses. Study 2 was conducted longitudinally among upper-secondary students (N = 155) during a course in four key school subjects. Subject interest was included alongside the temperamental sensitivities as a predictor of course-specific motivation and course grades, and the data were analysed with Partial Least Squares Structural Equation Modeling (PLS-SEM). Previous achievement was controlled in both studies. The findings showed temperamental sensitivities to be differentially linked with motivational appraisals. Punishment sensitivity in Study 1, and interindividual reward sensitivity (sensitivity to reward dependent on others’ approval or attention) in Study 2 were found to have an effect on psychological strain. In both studies, interest and effort were predicted by intraindividual reward sensitivity (positive responsiveness to novelty and own successes). In Study 2, subject interest was a consistent predictor of higher course interest and lower strain. In both studies, connections were found between strain and lower performance. The findings suggest individual characteristics may predispose students to certain motivational experiences, and contribute to educational outcomes, in both domain and course contexts and across subject content.

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Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics

Cited by 38 publications

References 50 publications

Emotions and motivation in mathematics education: theoretical considerations and empirical contributions

Emotions and motivation in mathematics education: theoretical considerations and empirical contributions

Adolescents’ Motivational Profiles in Mathematics and Science: Associations With Achievement Striving, Career Aspirations and Psychological Wellbeing

Temperamental Sensitivities Differentially Linked With Interest, Strain, and Effort Appraisals

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