ERIC Number: EJ782934
Record Type: Journal
Publication Date: 2007
Reference Count: 0
Motivation and Engagement in English, Mathematics and Science High School Subjects: Towards an Understanding of Multidimensional Domain Specificity
Green, Jasmine; Martin, Andrew J.; Marsh, Herbert W.
Learning and Individual Differences, v17 n3 p269-279 2007
The purpose of this study is to evaluate the domain specificity of multidimensional motivation and engagement (adaptive cognitions, adaptive behaviors, impeding/maladaptive cognitions, maladaptive behaviors) in mathematics, English and science high school subjects, with an additional focus on three key educational correlates (educational aspirations, class participation, enjoyment of subject). Based on a sample of 1801 students from six Australian high schools, confirmatory factor analysis offered modest support for the domain specificity of motivation and engagement (as measured by the Motivation and Engagement Scale-High School: MES-HS) across three distinct high school subject areas and also in relation to the three key educational correlates. Interestingly, the level of specificity varied as a function of the particular academic motivation construct. For example, between-subject correlations for more "state-like" constructs such as "valuing of school subject" were relatively lower, whereas correlations for more "trait-like" constructs such as "anxiety" were relatively higher suggesting that the latter is relatively more general across mathematics, English and science. The implications of these findings for future practice and research are discussed.
Descriptors: High Schools, Academic Aspiration, Factor Analysis, Construct Validity, Student Participation, Individual Differences, Student Motivation, Multidimensional Scaling, English Instruction, Mathematics Education, Science Education, Context Effect
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: Practitioners; Researchers
Authoring Institution: N/A