How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

García, T., Rodríguez, C., Betts, L. ORCID: 0000-0002-6147-8089, Areces, D. and González-Castro, P., 2016. How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels. Learning and Individual Differences, 49, pp. 25-31. ISSN 1041-6080

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Abstract

The relationship between students' motivation and attitudes towards mathematics, the approaches to learning they use, and their achievement in mathematics has been widely documented in middle school and further academic levels. However, the empirical research in earlier educational stages remains scarce. This study analyzed the predictive value of affective-motivational variables and deep and surface approaches to learning on mathematics achievement in a sample of 524 upper elementary students. Multiple linear regression analysis was used to examine the predictors of mathematics achievement. Mathematics enjoyment positively predicted mathematics achievement and age and the use of the surface approach to learning negatively predicted mathematics achievement. The variables in the model explained 21.3% of the variance in mathematics achievement. Mean differences in the affective-motivational variables and approaches to learning occurred between students with very high and very low achievement in Mathematics, yielding further evidence of important differences between the achievement extremes.

Item Type: Journal article
Alternative Title: How affective-motivational variables and approaches to learning relate to mathematics achievement in upper elementary levels
Publication Title: Learning and Individual Differences
Creators: García, T., Rodríguez, C., Betts, L., Areces, D. and González-Castro, P.
Date: July 2016
Volume: 49
ISSN: 1041-6080
Identifiers:
NumberType
10.1016/j.lindif.2016.05.021DOI
Divisions: Schools > School of Social Sciences
Depositing User: Jonathan Gallacher
Date Added: 03 Jun 2016 09:05
Last Modified: 19 Oct 2017 09:54
URI: http://irep.ntu.ac.uk/id/eprint/27922

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