NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ869836
Record Type: Journal
Publication Date: 2009-Jun
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1598-1037
Motivational Beliefs and Cognitive Processes in Mathematics Achievement, Analyzed in the Context of Cultural Differences: A Korean Elementary School Example
Seo, Daeryong; Taherbhai, Husein
Asia Pacific Education Review, v10 n2 p193-203 Jun 2009
The relations among students' motivational beliefs, cognitive processes, and academic achievement were investigated. A 51-item questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school mathematics classrooms. Results indicated that, in general, students' cognitive processes related closely to competence beliefs, task values, and achievement goals, and more importantly their success or failure in mathematics achievement was closely linked to competence beliefs, performance-avoidance goals, and persistence strategies. Positive evidence of performance-approach goals was observed in math learning relative to task goals. As expected, performance-avoidance goals turned out to be detrimental to students' math learning. These findings are generally congruent with the motivational theories and support the position that students should be encouraged to adopt task goals and actively involve themselves in math class activities. However, it also behooves us to recognize the potential benefits of performance-approach goals in different cultural contexts, such as the Korean elementary school math classrooms.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea