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Motivation and Achievement of Middle School Mathematics Students

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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
FullText Text:
  Availability: 0
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  Data: Motivation and Achievement of Middle School Mathematics Students
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  Data: <searchLink fieldCode="SO" term="%22The+Mathematics+Educator%22"><i>The Mathematics Educator</i></searchLink>. 2017 26(1):83-106.
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  Data: 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
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  Data: 24
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  Data: <searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22High+Achievement%22">High Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Incentives%22">Incentives</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
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– Name: Abstract
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  Data: 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.
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  Data: 2017
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  Data: EJ1153299
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      – Text: English
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        PageCount: 24
        StartPage: 83
    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Correlation
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      – SubjectFull: Grades (Scholastic)
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Self Esteem
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      – SubjectFull: Parent Participation
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      – SubjectFull: High Achievement
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      – SubjectFull: Low Achievement
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      – SubjectFull: Incentives
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      – SubjectFull: Gender Differences
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      – SubjectFull: Questionnaires
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Motivated Strategies for Learning Questionnaire
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      – TitleFull: Motivation and Achievement of Middle School Mathematics Students
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