Journal ArticleDOI
Motivational beliefs and cognitive processes in mathematics achievement, analyzed in the context of cultural differences: a Korean elementary school example
Daeryong Seo,Husein Taherbhai +1 more
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In this paper, a 51-item questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school mathematics classrooms, and the relations among students' motivational beliefs, cognitive processes, and academic achievement were investigated.Abstract:
The relations among students’ motivational beliefs, cognitive processes, and academic achievement were investigated. A 51-item questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school mathematics classrooms. Results indicated that, in general, students’ cognitive processes related closely to competence beliefs, task values, and achievement goals, and more importantly their success or failure in mathematics achievement was closely linked to competence beliefs, performance-avoidance goals, and persistence strategies. Positive evidence of performance-approach goals was observed in math learning relative to task goals. As expected, performance-avoidance goals turned out to be detrimental to students’ math learning. These findings are generally congruent with the motivational theories and support the position that students should be encouraged to adopt task goals and actively involve themselves in math class activities. However, it also behooves us to recognize the potential benefits of performance-approach goals in different cultural contexts, such as the Korean elementary school math classrooms.read more
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The competition–performance relation: a meta-analytic review and test of the opposing processes model of competition and performance
Kou Murayama,Andrew J. Elliot +1 more
TL;DR: The present research addresses this important multidisciplinary question by conducting a meta-analysis of existing empirical work and proposing a new conceptual model--the opposing processes model of competition and performance.
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Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs.
TL;DR: The results revealed that students' expectancy-value beliefs played a mediator role between academic self-efficacy and the achievement/satisfaction relationship, and provided empirical evidence to better understand the mechanism that mediates self-efficiency–achievement and efficacy–course satisfaction relationships.
Journal ArticleDOI
The role of self- efficacy, task value, and achievement goals in predicting learning approaches and mathematics achievement
TL;DR: In this article, the authors examined the relationship among self-efficacy, task value, achievement goals, learning approaches, and mathematics achievement in a path analysis model and found that selfefficacy exerted a direct, positive influence on task value.
Journal ArticleDOI
Cross-lagged relations between math-related interest, performance goals and skills in groups of children with different general abilities
TL;DR: In this article, the authors examined the longitudinal relations among math-related interest, performance goals, and math skills in different ability groups and found that grade 3 interest was positively predicted by previous skills, and negatively by performanceapproach and avoidance goals specifically in low-ability groups.
Motivation and learning strategies as predictors of high school students’ math achievement
TL;DR: In this article, the authors examine as to which motivation and learning strategies high school students use for mathematics courses predict their achievement level in the respective courses and find that factors such as task value, time/study environment, self-efficacy, extrinsic goal orientation, test anxiety, peer learning and organization significantly predicted students' mathematics achievement.
References
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TL;DR: In this paper, the authors examine the classroom learning environment in relation to achievement goal theory of motivation and argue for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other.
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Motivational beliefs, values, and goals.
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