ERIC Number: EJ1040222
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 64
Are Students with High Ability in Math More Motivated in Math and Science than Other Students?
Andersen, Lori; Cross, Tracy L.
Roeper Review, v36 n4 p221-234 2014
Expectancy-value motivation profiles were identified in a sample of US ninth-grade students in 2009 (n = 19,259) using latent profile analysis. Of four distinct profiles, two were high, one typical, and one low in math and in science. In each area, the two high profiles were distinguished by (1) high self-efficacy with lower utility value and (2) high utility value with lower self-efficacy. High-ability was identified by a math score at least one standard deviation above the mean within the race/ethnicity group. Forty-one percent of high-ability students had high math motivation, while only 27% had high science motivation. Evidence of disidentification was observed. Some high-ability students had low motivation in math (15%) and science (28%). Implications for talent development and gifted education are discussed.
Descriptors: Academically Gifted, High Achievement, Mathematical Aptitude, Motivation, Mathematics Achievement, Science Achievement, Grade 9, Profiles, Self Efficacy, Scores, Racial Differences, Ethnicity, Expectation, Student Educational Objectives, Value Judgment, Science Interests, Vocational Interests, Identification (Psychology), Longitudinal Studies, Class Size, Predictor Variables, Achievement Need
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Authoring Institution: N/A