| Title: |
Motivation and Achievement of Middle School Mathematics Students |
| Language: |
English |
| Authors: |
Herges, Rebecca M.; Duffield, Stacy; Martin, William; Wageman, Justin |
| Source: |
The Mathematics Educator. 2017 26(1):83-106. |
| Availability: |
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://math.coe.uga.edu/tme/tmeonline.html |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2017 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Middle Schools |
| Descriptors: |
Middle School Students; Secondary School Mathematics; Student Surveys; Student Attitudes; Student Motivation; Mathematics Achievement; Correlation; Grades (Scholastic); Psychological Patterns; Self Esteem; Parent Participation; High Achievement; Low Achievement; Incentives; Gender Differences; Questionnaires; Learning Strategies; Longitudinal Studies; Statistical Analysis |
| Assessment and Survey Identifiers: |
Motivated Strategies for Learning Questionnaire |
| ISSN: |
1062-9017 |
| Abstract: |
Mathematics achievement among K-12 students has been a long-standing concern in schools across the United States. A possible solution to this mathematics achievement problem is student motivation. A survey was administered to 65 mathematics students at a Midwestern middle school to determine their beliefs and attitudes related to motivation and mathematics achievement. Significant positive correlations were found between internal motivation and self-reported mathematics grades, self-reported grades and enjoyment, self-reported grades and confidence, and self-reported grades and parental involvement. Independent t-tests between high- and low-achieving students found significant differences in beliefs regarding intrinsic motivation, extrinsic motivation, mathematics value, mathematics enjoyment, mathematics confidence, parental involvement, and parental intrinsic motivation. There were no statistically significant gender differences in achievement or attitudes towards mathematics. |
| Abstractor: |
As Provided |
| Number of References: |
58 |
| Entry Date: |
2017 |
| Accession Number: |
EJ1153299 |
| Database: |
ERIC |