Download or read book Achievement Motivation Changes with Title I mathematics Students in a Middle lower Class Secondary School written by Laura-Jean Fremouw and published by . This book was released on 1982 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Development of Achievement Motivation written by Allan Wigfield and published by Academic Press. This book was released on 2002-02 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance. Key Features * Coverage of the major theories and constructs in the motivation field * Focus on developmental issues across the elementary and secondary school period * Discussion of instructional and theoretical issues regarding motivation * Consideration of gender and ethnic differences in motivation

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2006 with total page 586 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding Student Motivation and Affect in Middle School Mathematics Classrooms written by Rahila M. Simzar and published by . This book was released on 2016 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Math course placement is a source of continued discrepancy in the United States. Over the past few decades policy initiatives have catalyzed revisions on how and when students are placed into their first Algebra course. Concerns over equity in access and the national goal of fostering a competent STEM workforce have motivated efforts to place more students into Algebra earlier. Students who are not selected into Algebra by the eighth grade, for example, face a blocked pathway to advanced math learning among other outcomes. Thus, efforts have predominantly focused on increasing Algebra course placement in eighth grade, a developmentally sensitive time that carries weight in shaping adolescent students' beliefs, feelings, and goals for mathematics. While an extensive body of research has taken advantage of changing Algebra course placement policies to examine effects on a variety of student outcomes, research has yet to examine how course placement influences students' motivation for mathematics and general states of affect (achievement emotions) in mathematics classrooms.This dissertation seeks to initiate our understanding of how math course placement relates to students' beliefs and feelings about mathematics by examining student reports of beliefs, goals, and achievement emotions within their mathematics classrooms during middle school. The studies presented here forth aim to make a unique contribution to this literature by examining the relation between middle school math course placement and students' motivation for mathematics and affect in middle school mathematics classrooms---and further, relating changes in each to subsequent mathematics achievement. To my knowledge, these studies are the first to reveal information about Algebra course placement and students' motivation and affect as research to date has examined the effects, influences, and associations of Algebra course placement on student cognitive and achievement outcomes.The first study examines the changes in students' goals, expectancy, and value for mathematics for students placed in eighth grade Algebra relative to peers placed in lower-level courses. This study extends analyses to examine whether the changes in students' beliefs and goals in eighth grade relate to changes in achievement. The second part of this dissertation examines student-centered achievement emotions and affect as it surfaces within math classrooms. Achievement emotions and affect carries a significant contribution to the development of motivation and subsequent learning and experiences. For example, a student's experience will inform anticipated emotions for future engagements, which will have an influence on that students' motivation by affecting the choice of activities that he or she chooses to engage in. In Study 2 I examine changes in students' achievement emotions (specifically, anxiety) and general states of positive or negative affect for students placed in eighth grade Algebra relative to peers placed in lower-level courses. In this study, as well as the third study, positive affect is characterized as students reporting feeling excited, interested, enthusiastic, and/or happy in their mathematics class. Negative affect is characterized by students' reports of feeling irritated, bored, and/or exhausted in their mathematics class. The third study examines the association between students' self-rated achievement emotions and affect and mathematics achievement as measured by a state standardized exam.The three studies in this dissertation aim to make a first contribution in the area of math course placement and adolescent motivation for mathematics by relaying information about how math course placement and changes in beliefs, goals, and affect contributes to the changes in students' motivation for mathematics and achievement. The results will provide policy-relevant information that is specifically needed at this time of nascent course placement policy changes that are occurring in light of the recently adopted Common Core State Standards. As schools revise course placement and course taking trajectories, information about influences on the cultivation of students' beliefs and feelings about mathematics carry meaningful utility in light of goals to prepare all students to succeed in an increasingly competitive global economy.

Download or read book Journal for Research in Mathematics Education written by and published by . This book was released on 1984 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in Education written by and published by . This book was released on 1973 with total page 1216 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Women s Educational Equity written by and published by . This book was released on 1979 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.

Download or read book Motivation in Mathematics written by Martha Carr and published by Hampton Press (NJ). This book was released on 1996 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: An overview of the different issues in motivation in mathematics. Chapters are included that present both theory and research on the influence of gender, culture, the classroom environment, and curriculum on children's mathematical performance and evaluation.

Download or read book Equal Educational Opportunity and Nondiscrimination for Minority Students written by United States Commission on Civil Rights and published by . This book was released on 1999 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Psychology Developmental Psychology written by Irving B. Weiner and published by John Wiley & Sons. This book was released on 2012-10-16 with total page 754 pages. Available in PDF, EPUB and Kindle. Book excerpt: Psychology is of interest to academics from many fields, as well as to the thousands of academic and clinical psychologists and general public who can't help but be interested in learning more about why humans think and behave as they do. This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.

Download or read book Examining the Impact of Mathematics Motivation on Achievement and Course taking Behaviors of Low income Hispanic and Asian Immigrant Youth written by Nayssan Safavian and published by . This book was released on 2013 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: The effects of a rigorous mathematics curriculum on the probability of attending and graduating from college are well established (Laird, Cataldi, KewalRamani, & Chapman, 2008; Rose & Betts, 2001). When students are motivated, they invest more time on educational tasks, take more rigorous courses, and set high educational and occupational aspirations (Eccles et al., 1983; Eccles, Wigfield, & Schiefele, 1998; Wang, Eccles, & Kenny, 2013). One way to understand course-taking behavior and achievement is to use a motivational framework that is designed to explain these phenomena. My dissertation uses the Eccles et al. (1983) Expectancy - Value framework to examine the longitudinal associations between motivation and mathematics participation and performance with Hispanic and Asian youth. This study was designed with the intent of augmenting the research on adolescent achievement motives with understudied low- income immigrant and minority populations that are reflective of the growing diversity in current California high schools. First, I address the variability in mathematics participation and performance; second, I address the variability in adolescents' mathematics motivation; and third, I address whether motivation predicts participation, performance, and high school success. When it comes to mathematics, findings indicate that differences in students' motivations and achievement vary as a function of the measure of success as well as the composition of the population (i.e., by gender, ethnicity, and gender by ethnicity). In terms of mathematics participation and performance, females demonstrate an advantage in mathematics course-taking, advanced course-taking, and high school success (i.e., graduation and college eligibility). However, Hispanic students trailed their Asian schoolmates on both performance and participation outcomes. In regards to motivations for mathematics, results indicated higher interest in mathematics among males and higher cost values among females. As a group, Asians reported higher mathematics attainment value than their Hispanic peers. Expectancy, interest, utility, and cost values were invariant across Hispanic and Asian students. Expectancy - Value beliefs were associated with participation, performance, and high school success. For Hispanic males in particular, expectancy for success was a consistent and positive predictor of outcomes--course-taking, course grades, as well as increased likelihood of advanced course-taking and high school graduation. High attainment value and reduced cost were also associated with increased course-taking and an increased likelihood of high school graduation among Hispanic females. Interest value was a consistent and positive predictor of performance for Hispanic and Asian students, the only predictor of advanced course-taking (and specifically, only for Hispanic and Asian males), and was positively associated with increased odds of college eligibility among Asians. Cost was negatively associated with cumulative course grades, as well as with the likelihood of graduation and college eligibility among Hispanic females. Several noteworthy conclusions emerged in response to these findings: the importance of examining achievement in multiple ways; the importance of examining gender by race-ethnic interactions and its implications for conclusions derived about both motivation and achievement; and lastly, the implications of researching subjective task value unidimensionally across groups. Identified differentiations in achievement (whether measured by participation, performance, or more global indicators of attainment) across Hispanic and Asian, males and females, highlight the need to examine achievement in multiple ways. Without sensitivity to these elements (i.e., observing achievement unidimensionally and/or as aggregates of gender or race-ethnic groupings) important information would be missed. Additionally, measuring task value as a monolithic construct (as done in previous literature), or alternatively, examining only interest, attainment, and utility, while excluding costs (as is often is the case in the motivation literature) would have missed some of these important and informative associations between values and achievement.

Download or read book Achievement Motivation in the High School Mathematics Classroom written by Liz Churchill and published by . This book was released on 2005 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Cambridge Handbook of Motivation and Learning written by K. Ann Renninger and published by Cambridge University Press. This book was released on 2019-02-14 with total page 1172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.

Download or read book Motivational Profiles in TIMSS Mathematics written by Michalis P. Michaelides and published by Springer Nature. This book was released on 2019-09-03 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book presents a person-centered exploration of student profiles, using variables related to motivation to do school mathematics derived from the IEA’s Trends in International Mathematics and Science Study (TIMSS) data. Statistical cluster analysis is used to identify groups of students with similar motivational profiles, across grades and over time, for multiple participating countries. While motivational variables systematically relate to school outcomes, linear relationships can obscure the diverse makeup of student subgroups, each with varying combinations of motivation, emotions, and attitudes. In this book, a person-centered analysis of distinct and meaningful motivational profiles and their differences on sociodemographic variables and mathematics performance broadens understanding about the role that motivation characteristics play in learning and achievement in mathematics. Exploiting the richness of IEA’s TIMSS data from many countries, extracted clusters reveal consistent, as well as certain nuanced patterns that are systematically linked to sociodemographic and achievement measures. Student clusters with inconsistent motivational profiles were found in all countries; mathematics self-confidence then emerged as the variable more closely associated with average achievement. The findings demonstrate that teachers, researchers, and policymakers need to take into account differential student profiles, prioritizing techniques that target skill and competence in mathematics, in educational efforts to develop student motivation.

Download or read book Engaging Students written by Phillip C. Schlechty and published by John Wiley & Sons. This book was released on 2011-04-05 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: ENGAGING STUDENTS In Phillip Schlechty's best-selling book Working on the Work, he outlined a motivational framework for improving student performance by improving the quality of schools designed for students. Engaging Students offers a next-step resource in which Schlechty incorporates what he's learned from the field and from the hundreds of workshops he and the Schlechty Center staff have conducted since Working on the Work was first published. This innovative and practical book is focused on helping teachers become increasingly successful in designing engaging work for their students. Schlechty contends that rather than viewing schools as teaching platforms, schools must be viewed as learning platforms. Rather than seeing schools as knowledge distribution systems, schools must be seen as knowledge work systems. Rather than defining teachers as instructors, teachers must be defined as designers, leaders, and guides to instruction. Engaging Students also includes useful questionnaires that will facilitate discussion, analysis, and action planning at both school and classroom levels. Praise for Engaging Students "In Engaging Students, Schlechty boldly delineates why the focus on engaging students overrides the focus on test scores. Every teacher and administrator in my district will use this guide to transform our entire organization into one that is truly focused on student engagement." KIM REDMOND, superintendent, Canton Local Schools, Canton, Ohio "This insightful book reminds us that every decision made in schools should ultimately benefit students. You will find yourself referring to this book again and again as a guide to support you in your role as an educator." ALLENE MAGILL, executive director, Professional Association of Georgia Educators, Atlanta, Georgia "Here is a much-enriched framework for everything Dr. Schlechty advocates: well articulated curriculum standards, schools as a platform for learning, teachers as leaders and designers of engaging and meaningful work, and students becoming responsible for their learning." NYANA SIMS, K-12 literacy and induction facilitator, Goshen School District, Torrington, Wyoming "By understanding and implementing the principles so thoughtfully articulated in this book, schools can become centers of highly engaged learners and in that endeavor find again the joy of teaching and learning." JOHNNY VESELKA, executive director, Texas Association of School Administrators, Austin, Texas