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How Students Switch on and Switch off in Mathematics: Exploring Patterns and Predictors of (Dis)Engagement across Middle School and High School

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Title: How Students Switch on and Switch off in Mathematics: Exploring Patterns and Predictors of (Dis)Engagement across Middle School and High School
Language: English
Authors: Collie, Rebecca J. (ORCID 0000-0001-9944-2703), Martin, Andrew J. (ORCID 0000-0001-5504-392X), Bobis, Janette (ORCID 0000-0001-7733-287X), Way, Jennifer, Anderson, Judy (ORCID 0000-0002-8040-8430)
Source: Educational Psychology. 2019 39(4):489-509.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Learner Engagement, Student Motivation, Middle School Students, High School Students, Growth Models, Self Concept, Competence, Values, Aspiration, Gender Differences, Language Usage, Mathematics Achievement, Foreign Countries
Geographic Terms: Australia
DOI: 10.1080/01443410.2018.1537480
ISSN: 0144-3410
Abstract: Using growth modeling, this study examined trajectories of 'switching on' (aspirations) and 'switching off' (disengagement) in mathematics across middle school and high school. In addition, guided by principles under expectancy-value theory, the study sought to determine the extent to which patterns of growth differed by motivation (self-efficacy and valuing) and socio-educational attributes (gender, language background, and achievement). The sample comprised 194 students from four schools who participated in three rounds of data collection across five academic years of their schooling, spanning middle school and high school. In the main, mathematics aspirations declined over time while mathematics disengagement increased. However, initial levels of aspirations and disengagement and their rates of change over time were impacted by motivational and socio-educational factors. Salient findings and their implications for educational assessment and practice are discussed.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1213398
Database: ERIC
FullText Text:
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  Data: How Students Switch on and Switch off in Mathematics: Exploring Patterns and Predictors of (Dis)Engagement across Middle School and High School
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  Data: <searchLink fieldCode="AR" term="%22Collie%2C+Rebecca+J%2E%22">Collie, Rebecca J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9944-2703">0000-0001-9944-2703</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martin%2C+Andrew+J%2E%22">Martin, Andrew J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5504-392X">0000-0001-5504-392X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bobis%2C+Janette%22">Bobis, Janette</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7733-287X">0000-0001-7733-287X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Way%2C+Jennifer%22">Way, Jennifer</searchLink><br /><searchLink fieldCode="AR" term="%22Anderson%2C+Judy%22">Anderson, Judy</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8040-8430">0000-0002-8040-8430</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2019 39(4):489-509.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 21
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/01443410.2018.1537480
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  Data: 0144-3410
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  Data: Using growth modeling, this study examined trajectories of 'switching on' (aspirations) and 'switching off' (disengagement) in mathematics across middle school and high school. In addition, guided by principles under expectancy-value theory, the study sought to determine the extent to which patterns of growth differed by motivation (self-efficacy and valuing) and socio-educational attributes (gender, language background, and achievement). The sample comprised 194 students from four schools who participated in three rounds of data collection across five academic years of their schooling, spanning middle school and high school. In the main, mathematics aspirations declined over time while mathematics disengagement increased. However, initial levels of aspirations and disengagement and their rates of change over time were impacted by motivational and socio-educational factors. Salient findings and their implications for educational assessment and practice are discussed.
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  Data: 2019
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  Label: Accession Number
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  Data: EJ1213398
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        Value: 10.1080/01443410.2018.1537480
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      – Text: English
    PhysicalDescription:
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        PageCount: 21
        StartPage: 489
    Subjects:
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Student Motivation
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      – SubjectFull: Middle School Students
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      – SubjectFull: High School Students
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      – SubjectFull: Aspiration
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      – SubjectFull: Gender Differences
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      – SubjectFull: Language Usage
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Australia
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