Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context

Abstract

This study investigated adolescents' developmental trajectories of mathematics interest and explored related effects of gender, family, and school context. Latent growth curve modeling was used to analyze longitudinal data of N 5 3,193 students (51% female) from grades 5 to 9 from all 3 ability tracks of the German state school system. Annual assessments involved student questionnaires on interest in mathematics, perceptions of classroom characteristics (classroom values for mathematics, mathematics teacher enthusiasm), as well as parent questionnaires regarding family values for mathematics. Results indicated a downward trend of students' mathematics interest that plateaued in later years, with high variability in mean levels, but little variability in the shape of the growth trajectories. Boys reported higher mathematics interest than girls, but similar downward growth trajectories. Students from the lowest ability track showed more favorable interest trajectories than students from the middle and highest tracks. Family values and classroom characteristics were positively related to within-person levels of interest over time and to average individual levels of interest, but not to growth parameters. Theoretical and practical implications are discussed.JOURNAL OF RESEARCH ON ADOLESCENCE, 20(2), 507-537 r

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

“…Previous studies revealed that gender has been shown to be related to learning environment perceptions [52] as well as to mathematics self-concept and interest [10,53]. Ditton [19], for example, showed that male students evaluate their mathematics teachers' performance more positively than their female classmates.…”

“…Results do not indicate whether students' learning outcomes or other relevant factors impact the pattern of perceived instructional quality to which they belong or vice versa. As suggested by previous longitudinal analyses [10,16], it was assumed that attitudinal and affective learning characteristics differ depending on students' perceived instructional quality. However, longitudinal studies are needed to conclusively determine the direction of influence.…”

“…Concerning the relation between perceived characteristics of instructional quality in math and science classes and motivational learning outcomes, Eccles and colleagues [20] suggest in their stage-environment-fit approach that the consistent developmental decline of attitudinal and motivational-affective learning outcomes during junior high school [10,16,48] results from a mismatch between the needs of developing adolescents and the opportunities afforded to them by their learning environments. However, research has shown that distinct subtypes of students exist despite this general decline, ranging from students with overall positive characteristics (e.g., high self-concept of ability and interest) to students with "challenging" characteristics (e.g., low self-concept of ability and interest) [49].…”

“…Research suggests that particular aspects of instructional quality in mathematics classrooms such as classroom management, classroom climate, and cognitive activation relate to students' attitudes and emotions concerning mathematics [10][11][12]. Although a vast number of previous studies consider characteristics of instruction and their impact on learning [13][14][15][16], individual differences in students' perceptions of instructional quality in their mathematics classrooms are explored less frequently.…”

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

“…Yet, the commonality of curriculum, norms of practice, and societal norms over time yield a smaller set of long-term engagement patterns. Individual interest, exogenous instrumentality, goal orientations, and broader academic self-efficacy currently tend to lessen learners' enjoyment of and persistence in challenging mathematics as they grow older (Frenzel et al 2010;Mangu et al 2015;Watt 2004;Fredricks and Eccles 2002).…”