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ERIC Number: EJ946913
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-1380-3611
Mathematics Motivation and Engagement: An Independent Evaluation of a Complex Model with Australian Rural High School Students
Plenty, Stephanie; Heubeck, Bernd G.
Educational Research and Evaluation, v17 n4 p283-299 2011
Most traditional models of academic motivation focus on a small number of specific factors. However, the Student Motivation and Engagement Scale (MES) (Martin, 2007b) includes a fairly comprehensive range of perspectives on general student motivation. The current study set out (a) to provide an independent test of the proposed 11-factor structure of the MES for boys and girls when (b) applied to high school mathematics in Australia (N = 1014; Years 7 to 11). It also examined (c) the covariation of different facets of motivation and engagement with gender, year level, and scholastic achievement. The hypothesised 11-factor model fit reasonably well across gender, and there was clear evidence of specificity to maths compared to English achievement. Some gender and grade effects were observed as well. The study provides support for the value of the Martin model and its instrument. It also extends our knowledge of student motivation to mathematics in Australian rural high schools. (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 11; Grade 7; Grade 8; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia