Motivation in context: A multilevel examination of growth orientation across one year

The current study examined the associations between growth orientation and mathematics outcomes across 1 year of school using a multilevel model with cross-level interactions. With 851 adolescent students (M-age = 14.3 years, age range 12-17; 47.8% male; 81.8% English language background; 1.8% of Aboriginal or Torres Strait Islander descent) in 71 different classrooms (with 71 different teachers; M-age = 44.6 years; 54.9% male; 91.5% English language background), results showed that growth orientation was associated with multilevel im-provements in students' mathematics outcomes (adaptive engagement, maladaptive engagement, achievement), and that classroom-level growth orientation moderated the relation between students' growth orientation and adaptive engagement. Findings demonstrate that efforts to target growth orientation, among students, class-rooms, and teachers, may yield positive benefits for mathematics outcomes.