Skip to main content
SpringerLink
Log in

Student self-reported motivation and teacher-rated engagement as predictors of mathematics achievement by sex and SES in a U.S. sample

  • Published:
The Australian Educational Researcher Aims and scope Submit manuscript

Abstract

Teacher-rated classroom engagement and student self-reported motivation for mathematics were used to predict mathematics scores in 3rd and 5th grade. Students were grouped based on a combination of biological sex and SES quintiles resulting in 10 independent groups. The mathematics achievement patterns were predicted based upon a combined within-group model. Results indicated female mathematics achievement was not significantly related to self-reported mathematics motivation but was related to classroom engagement. In males, mathematics motivation was not significantly related to achievement for lowest SES males; however, there was a significant relationship for highest quintile class males. Conversely, classroom engagement was significant for lower class males and was not significantly related for highest quintile SES males. Implications of the results are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Bergin, D. A. (1999). Influence on classroom interest. Educational Psychologist,34(2), 87–98.

    Article  Google Scholar 

  • Case, R., Griffin, S., & Kelly, W. (2001). Socioeconomic differences in children’s early cognitive development and their readiness for schooling. In S. Golbeck (Ed.), Psychological perspectives on early childhood education: Reframing dilemmas in research and practice (pp. 37–63). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Collie, R. J., & Martin, A. J. (2017). Students’ adaptability in mathematics: Examining self-reports and teachers’ reports and links with engagement and achievement outcomes. Contemporary Educational Psychology,49, 355–366.

    Article  Google Scholar 

  • Collie, R. J., Martin, A. J., Bobis, J., Way, J., & Anderson, J. (2019). How students switch on and switch off in mathematics: Exploring patterns and predictors of (dis)engagement across middle school and high school’. Educational Psychology,39(4), 489–509.

    Article  Google Scholar 

  • Crook, S. R., & Evans, G. W. (2014). The role of planning skills in the income–achievement gap. Child Development,85, 405–411.

    Article  Google Scholar 

  • Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math-gender stereotypes in elementary school children. Child Development,82(3), 766–779.

    Article  Google Scholar 

  • Dupeyrat, C., Escribe, C., Huet, N., & Régner, I. (2011). Positive biases in self-assessment of mathematics competence, achievement goals, and mathematics performance. International Journal of Educational Research,50, 241–250.

    Article  Google Scholar 

  • Ellison, G., & Swanson, A. (2010). The gender gap in secondary school mathematics at high achievement levels: Evidence from the American mathematics competitions. Journal of Economic Perspectives,24(2), 109–128. https://doi.org/10.1257/jep.24.2.109.

    Article  Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Alison, H. P. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research,74, 59–109.

    Article  Google Scholar 

  • Fryer, R. G. (2010). Financial incentives and student achievement: Evidence from randomized trials. Harvard University. Retrieved from http://www.edlabs.harvard.edu/.

  • Ganley, C. M., & Lubienski, S. T. (2016). Mathematics confidence, interest, and performance: Examining gender patterns and reciprocal relations. Learning and Individual Differences,47, 182–193. https://doi.org/10.1016/j.lindif.2016.01.002.

    Article  Google Scholar 

  • Ganley, C. M., & Vasilyeva, M. (2011). Sex differences in the relation between math performance, spatial skills, and attitudes. Journal of Applied Developmental Psychology,32, 235–242.

    Article  Google Scholar 

  • García, T., Rodríguez, C., Betts, L., Areces, D., & Gonzláez-Castro, P. (2016). How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary school. Learning and Individual Differences,49, 25–31.

    Article  Google Scholar 

  • Gresham, F. M., & Elliot, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • Grimm, K. J., Steele, J. S., Mashburn, A. J., Burchinal, M., & Pianta, R. C. (2010). Early behavioral associations of achievement trajectories. Developmental Psychology,46, 976–983.

    Article  Google Scholar 

  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development,73, 509–527.

    Article  Google Scholar 

  • Lambic, D., & Lipkovski, A. (2012). Measuring the influence of students’ attitudes on the process of acquiring knowledge in mathematics. Croatian Journal of Education,14(1), 187–205.

    Google Scholar 

  • Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology,97, 184–196.

    Article  Google Scholar 

  • Marsh, H. W., Smith, I. D., & Barnes, J. (1983). Multi trait-multi method analysis of the self-description questionnaire: Student–teacher agreement on multidimensional ratings of self-concept. American Educational Research Journal,20, 333–357.

    Article  Google Scholar 

  • Martin, A. J., Way, J., Bobis, J., & Anderson, J. (2015). Exploring the ups and downs of mathematics engagement in the middle years of school. Journal of Early Adolescence,35(2), 199–244.

    Article  Google Scholar 

  • McKown, C. (2013). Social equity theory and racial-ethnic achievement gaps. Child Development,84, 1120–1136.

    Article  Google Scholar 

  • Nosek, B. A., & Smyth, F. L. (2011). Implicit social cognitions predict sex differences in math engagement and achievement. American Educational Research Journal,48(5), 1125–1156.

    Article  Google Scholar 

  • OECD. (2015). The ABC of gender equality in education: Aptitude, behavior, confidence. Paris: Organization for Economic Cooperation and Development. https://doi.org/10.1787/9789264229945-en.

    Book  Google Scholar 

  • Parker, P. D., Van Zanden, B., & Parker, R. B. (2017). Girls get smart, boys get smug: Historical changes in gender differences math, literacy, and academic social comparison and achievement. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2017.09.002.

    Article  Google Scholar 

  • Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R. M., & Morrison, F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Educational Research Journal,45, 365–397.

    Article  Google Scholar 

  • Pinxten, M., Marsh, H., De Frain, B., Van Den Noortgate, W., & Van Damme, J. (2014). Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure. British Journal of Educational Psychology,84, 152–174.

    Article  Google Scholar 

  • Planty, M., Hussar, W., Snyder, T., Kena, G., KewalRamani, A., Kemp, J., et al. (2009). The condition of education 2009 (NCES 2009-081). Washington, DC: U.S. Department of Education.

    Google Scholar 

  • Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In G. J. Duncan & R. Murnane (Eds.), Whither opportunity (pp. 91–116). New York: Russell Sage.

    Google Scholar 

  • Robinson, J. P., & Lubienski, S. T. (2011). The Development of gender achievement gaps in mathematics and reading during elementary and middle School: Examining direct cognitive assessments and teacher ratings. American Educational Research Journal,48(2), 268–302.

    Article  Google Scholar 

  • Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2013). Motivation in education: Theory, research, and applications (4th ed.). Upper Saddle River, NJ: Pearson.

    Google Scholar 

  • Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research,75, 417–453.

    Article  Google Scholar 

  • Tourangeau, K., Nord, C., Le, T., Pollack, J. M., & Atkins-Burnett, S. (2006). Early childhood longitudinal study, kindergarten class of 1998–99 (ECLS-K), combined user’s manual for ECLS-K fifth grade data files and electronic codebooks (NCES 2006-032). Washington, DC: National Center for Education Statistics, U.S. Department of Education.

    Google Scholar 

  • Tourangeau, K., Nord, C., Le, T., Sorongon, A. G., & Najarian, M. (2009). Early childhood longitudinal study, Kindergarten class of 1998–99 (ECLS-K), combined user’s manual for the ECLS-K eighth-grade and K-8 full sample data files and electronic codebooks (NCES 2009-004). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, Department of Education.

    Google Scholar 

  • Villavicencio, F. T., & Bernardo, A. B. I. (2013). Positive academic emotions moderate the relationship between self-regulation and academic achievement. British Journal of Educational Psychology,83, 329–340.

    Article  Google Scholar 

  • Votruba-Drzal, E., Li-Grining, C. P., & Maldonado-Carreno, C. (2008). A developmental perspective on full-versus part-day kindergarten and children’s academic trajectories through fifth grade. Child Development,79, 957–978.

    Article  Google Scholar 

  • Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The Classroom Engagement Inventory. School Psychology Quarterly,29, 517–535.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Educational, School and Counseling Department, University of Missouri-Columbia, 5B Hill Hall, Columbia, MO, 65211, USA

    Stephen D. Whitney

  2. Department of Nutritional Sciences, The University of Texas at Austin, 103 West 24th Street; A2703 T.S. Painter Hall, Room 3.24, Austin, TX, 78712, USA

    Fiona M. Asigbee

  3. Educational, School and Counseling Department, University of Missouri-Columbia, 16 Hill Hall, Columbia, MO, 65211, USA

    Shannise Jones & Kara Schulte

Authors
  1. Stephen D. Whitney
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Fiona M. Asigbee
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Shannise Jones
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Kara Schulte
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Stephen D. Whitney.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Whitney, S.D., Asigbee, F.M., Jones, S. et al. Student self-reported motivation and teacher-rated engagement as predictors of mathematics achievement by sex and SES in a U.S. sample. Aust. Educ. Res. 47, 323–338 (2020). https://doi.org/10.1007/s13384-019-00351-1

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s13384-019-00351-1

Keywords

Search

Navigation