Markku Niemivirta, Anna Tapola, Heta Tuominen, Jaana Viljaranta
{"title":"初学者数学能力自我概念、内在价值和成绩的发展轨迹。","authors":"Markku Niemivirta, Anna Tapola, Heta Tuominen, Jaana Viljaranta","doi":"10.1111/bjep.12655","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Although research clearly demonstrates the importance of motivation in mathematics learning, relatively little is known about the developmental dynamics between different facets of mathematics motivation and performance, especially in the early years of schooling.</p>\n </section>\n \n <section>\n \n <h3> Aims</h3>\n \n <p>In a longitudinal setting, we examined (1) how children's ability self-concept and intrinsic value in mathematics change over time during their first 3 years in school, (2) how those changes relate to each other and (3) how they connect with mathematics performance.</p>\n </section>\n \n <section>\n \n <h3> Sample</h3>\n \n <p>The participants were 285 Finnish school-beginners (52.7% girls).</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Latent growth curve modelling was used to examine the developmental trajectories of children's ability self-concept and intrinsic value, and how those trajectories predicted later mathematics achievement (both mathematics test performance and teacher-rated grades), while controlling for previous mathematics performance and gender.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The results showed significant decreases in children's ability self-concept and intrinsic value, but also significant individual differences in the trajectories. The strong dependency between the levels and changes in self-concept and intrinsic value led us to specify a factor-of-curves latent growth curve model, thus merging the trajectories of ability self-concept and intrinsic value into one common model. Subsequent results showed prior mathematics performance to predict change in children's mathematics motivation, and both the level and change in mathematics motivation to predict third-grade performance and teacher-rated grade.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Our findings provide evidence for a developmental link between children's ability self-concept, intrinsic value and achievement. Achievement seems to enhance mathematics motivation, and positive motivation appears to support the further development of mathematics skills.</p>\n </section>\n </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12655","citationCount":"0","resultStr":"{\"title\":\"Developmental trajectories of school-beginners' ability self-concept, intrinsic value and performance in mathematics\",\"authors\":\"Markku Niemivirta, Anna Tapola, Heta Tuominen, Jaana Viljaranta\",\"doi\":\"10.1111/bjep.12655\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Although research clearly demonstrates the importance of motivation in mathematics learning, relatively little is known about the developmental dynamics between different facets of mathematics motivation and performance, especially in the early years of schooling.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Aims</h3>\\n \\n <p>In a longitudinal setting, we examined (1) how children's ability self-concept and intrinsic value in mathematics change over time during their first 3 years in school, (2) how those changes relate to each other and (3) how they connect with mathematics performance.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Sample</h3>\\n \\n <p>The participants were 285 Finnish school-beginners (52.7% girls).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>Latent growth curve modelling was used to examine the developmental trajectories of children's ability self-concept and intrinsic value, and how those trajectories predicted later mathematics achievement (both mathematics test performance and teacher-rated grades), while controlling for previous mathematics performance and gender.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The results showed significant decreases in children's ability self-concept and intrinsic value, but also significant individual differences in the trajectories. The strong dependency between the levels and changes in self-concept and intrinsic value led us to specify a factor-of-curves latent growth curve model, thus merging the trajectories of ability self-concept and intrinsic value into one common model. Subsequent results showed prior mathematics performance to predict change in children's mathematics motivation, and both the level and change in mathematics motivation to predict third-grade performance and teacher-rated grade.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>Our findings provide evidence for a developmental link between children's ability self-concept, intrinsic value and achievement. 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Developmental trajectories of school-beginners' ability self-concept, intrinsic value and performance in mathematics
Background
Although research clearly demonstrates the importance of motivation in mathematics learning, relatively little is known about the developmental dynamics between different facets of mathematics motivation and performance, especially in the early years of schooling.
Aims
In a longitudinal setting, we examined (1) how children's ability self-concept and intrinsic value in mathematics change over time during their first 3 years in school, (2) how those changes relate to each other and (3) how they connect with mathematics performance.
Sample
The participants were 285 Finnish school-beginners (52.7% girls).
Methods
Latent growth curve modelling was used to examine the developmental trajectories of children's ability self-concept and intrinsic value, and how those trajectories predicted later mathematics achievement (both mathematics test performance and teacher-rated grades), while controlling for previous mathematics performance and gender.
Results
The results showed significant decreases in children's ability self-concept and intrinsic value, but also significant individual differences in the trajectories. The strong dependency between the levels and changes in self-concept and intrinsic value led us to specify a factor-of-curves latent growth curve model, thus merging the trajectories of ability self-concept and intrinsic value into one common model. Subsequent results showed prior mathematics performance to predict change in children's mathematics motivation, and both the level and change in mathematics motivation to predict third-grade performance and teacher-rated grade.
Conclusions
Our findings provide evidence for a developmental link between children's ability self-concept, intrinsic value and achievement. Achievement seems to enhance mathematics motivation, and positive motivation appears to support the further development of mathematics skills.
期刊介绍:
The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education