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Am I a math person? Linking math identity with students’ motivation for mathematics and achievement
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Orientador(es)
Resumo(s)
Based on the expectancy-value perspective on identity and identity formation, this paper
explores the relationship between math identity (MI) and the dimensions of motivation
(i.e. intrinsic value, attainment value, utility value and perceived competence) and math
achievement in primary school. An additional aim of our research was to explore these
relationships in diferent cultural contexts and investigate potential gender and grade diferences concerning MI. The participants were 11,782 primary school students from Norway,
Sweden, Estonia, Finland, Portugal and Serbia. All predictors from the motivation spectrum were signifcant for students’ MI across the examined countries and had a stronger
association with MI than math achievement. Among the motivational dimensions, intrinsic
value had the strongest association with students’ MI. Boys had signifcantly more positive
math identities than girls in Estonia, Finland, Norway and Portugal. The results showed
that the grade 4 students perceived themselves less as “math persons” than their grade 3
peers in all countries.
Descrição
Palavras-chave
Mathematics identity Motivation for mathematics Achievement Primary school Cross-country comparison Grade Gender
Contexto Educativo
Citação
Radišić, J., Krstić, K., Mićić, K., Baucal, A., Peixoto, F., Schukajlow, S., & Blažanin, B. (2024). Am I a math person? Linking math identity with students’ motivation for mathematics and achievement. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-024-00811-y
Editora
Springer Netherlands