About this book
While motivational variables systematically relate to school outcomes, linear relationships can obscure the diverse makeup of student subgroups, each with varying combinations of motivation, emotions, and attitudes. In this book, a person-centered analysis of distinct and meaningful motivational profiles and their differences on sociodemographic variables and mathematics performance broadens understanding about the role that motivation characteristics play in learning and achievement in mathematics.
Exploiting the richness of IEA’s TIMSS data from many countries, extracted clusters reveal consistent, as well as certain nuanced patterns that are systematically linked to sociodemographic and achievement measures. Student clusters with inconsistent motivational profiles were found in all countries; mathematics self-confidence then emerged as the variable more closely associated with average achievement. The findings demonstrate that teachers, researchers, and policymakers need to take into account differential student profiles, prioritizing techniques that target skill and competence in mathematics, in educational efforts to develop student motivation.
- DOI https://doi.org/10.1007/978-3-030-26183-2
- Copyright Information International Association for the Evaluation of Educational Achievement (IEA) 2019
- License CC BY-NC
- Publisher Name Springer, Cham
- eBook Packages Education Education (R0)
- Print ISBN 978-3-030-26182-5
- Online ISBN 978-3-030-26183-2
- Series Print ISSN 2366-1631
- Series Online ISSN 2366-164X
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