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Predicting long-term growth in students' mathematics achievement: The unique contributions of motivation and cognitive strategies
Murayama, Kou Pekrun, Reinhard Lichtenfeld, Stephanie vom Hofe, Rudolf
Murayama, Kou
Pekrun, Reinhard
Lichtenfeld, Stephanie
vom Hofe, Rudolf
Abstract
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; Mage = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies.
Keywords
Date
2013
Type
Journal article
Journal
Child Development
Book
Volume
84
Issue
4
Page Range
1475-1490
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled