ERIC Number: EJ1014494
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies
Murayama, Kou; Pekrun, Reinhard; Lichtenfeld, Stephanie; vom Hofe, Rudolf
Child Development, v84 n4 p1475-1490 Jul-Aug 2013
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; "M[subscript age]" = 11.7 years at baseline; "N" = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies. (Contains 3 figures and 4 tables.)
Descriptors: Mathematics Achievement, Achievement Gains, Cognitive Processes, Learning Strategies, Longitudinal Studies, Intelligence Quotient, Student Motivation, Predictor Variables, Correlation, Rewards, Foreign Countries, Secondary School Students, Socioeconomic Status, Age Differences, Gender Differences, Locus of Control, Track System (Education), Structural Equation Models
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Identifiers - Assessments and Surveys: Cognitive Abilities Test
Grant or Contract Numbers: N/A