ERIC Number: ED223425
Record Type: RIE
Publication Date: 1982-Aug
Reference Count: 0
An Evaluation of Causal Modeling Applied to Educational Productivity in Mathematics.
Harnisch, Delwyn L.; Dunbar, Stephen B.
To probe a psychological theory of educational productivity, background measures along with mathematics test scores and motivational measures of over 7,000 students (9-, 13- and 17-year olds from National Assessment of Educational Progress samples) were statistically related to each other and to indicators of constructs that prior research shows are associated with learning outcomes. Covariance structure analysis methods were used to evaluate the causal relation among student background characteristics, motivation and achievement measures. Results of this study indicate the importance of the student motivation factor in understanding student learning outcomes. The role of motivation as an educational productive factor became more important for students as they increased in age from early adolescence to late adolescence. The influence of home background on achievement was significant at all ages while also showing a more general positive relationship over the adolescent years. (Author)
Descriptors: Academic Achievement, Achievement Need, Educational Background, Educational Psychology, Educational Research, Learning Motivation, Mathematics Achievement, Mathematics Education, Mathematics Instruction, Secondary Education, Secondary School Mathematics, Student Characteristics, Student Motivation
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research
Note: Paper presented at the Annual Meeting of the American Psychological Association (Washington, DC, August 1982).