The "ins and outs" of student engagement in mathematics: shifts in engagement factors among high and low achievers

被引:20
作者
Skilling, Karen [1 ]
Bobis, Janette [2 ]
Martin, Andrew J. [3 ]
机构
[1] Univ Oxford, 15 Norham Gardens, Oxford OX2 6PY, England
[2] Univ Sydney, Educ Bldg A35, Sydney, NSW 2006, Australia
[3] Univ New South Wales, Sydney, NSW 2052, Australia
基金
澳大利亚研究理事会;
关键词
Engagement; Disengagement; Motivation; Mathematics; Achievement; Secondary school; MOTIVATION; BELIEFS; DISAFFECTION;
D O I
10.1007/s13394-020-00313-2
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Student engagement in mathematics in the early secondary years can be fragile. Engagement in learning fluctuates in response to students' mathematics experiences and is underpinned by numerous adaptive and maladaptive factors. Thirty-seven 11-12 year old students (grades 6-7) responded twice to a questionnaire to measure shifts in their engagement and motivation over a 1-year period as they transitioned from primary to secondary school. When plotted on spider graphs, the results of specific adaptive and maladaptive factors visually demonstrate "in and out" movements as students' engagement levels shifted from time 1 to time 2. Subsequent semistructured interviews complemented questionnaire data by eliciting student beliefs about their achievement, feelings and behaviours towards mathematics. Interview data shed light on the reasons for individual student shifts in motivation and engagement during the transition. Together, data reveal four unique engagement/achievement characteristics. Significantly, students who were more alike in terms of their engagement reported similar factor patterns regardless of their achievement level. Findings draw attention to the importance of addressing mathematics engagement for students of all achievement levels.
引用
收藏
页码:469 / 493
页数:25
相关论文
共 45 条
[1]  
[Anonymous], 2008, NVIVO QUAL DAT AN VE
[2]  
[Anonymous], 2013, PISA 2012 results: Ready to learn: Students engagement, drive and self-beliefs
[3]   If I had to pick any subject, it wouldn't be maths: foundations for engagement with mathematics during the middle years [J].
Attard, Catherine .
MATHEMATICS EDUCATION RESEARCH JOURNAL, 2013, 25 (04) :569-587
[4]   SELF-EFFICACY - TOWARD A UNIFYING THEORY OF BEHAVIORAL CHANGE [J].
BANDURA, A .
PSYCHOLOGICAL REVIEW, 1977, 84 (02) :191-215
[5]   The Chicken or the Egg? The Direction of the Relationship Between Mathematics Anxiety and Mathematics Performance [J].
Carey, Emma ;
Hill, Francesca ;
Devine, Amy ;
Szuecs, Denes .
FRONTIERS IN PSYCHOLOGY, 2016, 6
[6]  
Cleary TJ, 2012, HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT, P237, DOI 10.1007/978-1-4614-2018-7_11
[7]  
COAG, 2008, NAT NUM REV REP
[8]  
Connell J.P., 1991, MINN SYM CHILD PSYCH, V23, P43, DOI DOI 10.1007/s10212-022-00635-8
[9]   Goal theory, motivation, and school achievement: An integrative review [J].
Covington, MV .
ANNUAL REVIEW OF PSYCHOLOGY, 2000, 51 :171-200
[10]  
Dinham S., 2007, Teaching and learning in middle schooling