High school students' motivation to learn mathematics : The role of multiple goals

Journal article

Ng, Chi-hung Clarence. (2018). High school students' motivation to learn mathematics : The role of multiple goals. International Journal of Science and Mathematics Education. 16(2), pp. 357-375. https://doi.org/10.1007/s10763-016-9780-4
AuthorsNg, Chi-hung Clarence
Abstract

Using a sample of 310 Year 10 Chinese students from Hong Kong, this survey study examined the effects of multiple goals in learning mathematics. Independent variables were mastery, performance-approach, performance-avoidance, and pro-social goals. Dependent variables included perceived classroom goal structures, teacher’s support, learning motives and strategies, attitudes, and grade aspiration. Based on regression and cluster analyses, this study found convergent evidence supporting the benefits of adopting additional adaptive goals alongside mastery goals. Regression analyses located significant interaction between pro-social goals and mastery goals in predicting higher levels of positive learning attitudes and lower levels of surface learning motives. Cluster analyses confirmed that students endorsing pro-social goals, performance-approach goals and mastery goals in their goal profiles had an adaptive pattern of perceptions, use of strategies, learning motives and grade aspiration in mathematics.

Keywordsachievement goals; Chinese; mathematics; motivation
Year2018
JournalInternational Journal of Science and Mathematics Education
Journal citation16 (2), pp. 357-375
PublisherSpringer
ISSN1571-0068
Digital Object Identifier (DOI)https://doi.org/10.1007/s10763-016-9780-4
Scopus EID2-s2.0-84995811942
Open accessOpen access
Research or scholarlyResearch
Page range357-375
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Author's accepted manuscript
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Open
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online19 Nov 2016
Publication process dates
Accepted02 Nov 2016
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DP140101431
Additional information

This record includes a post-peer-review, pre-copyedit version of an article published in International Journal of Science and Mathematics Education. The final authenticated version is available online at: http://dx.doi.org/10.1007/s10763-016-9780-4

Place of publicationNetherlands
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