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ERIC Number: EJ1453388
Record Type: Journal
Publication Date: 2024
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: EISSN-1554-8279
It's Not Quite Linear for All: Examining Changes in Mathematics Expectancies and Values across Two Years in Elementary School
Sarah Karamarkovich; Hye Rin Lee; Teomara Rutherford
Elementary School Journal, v125 n2 p261-293 2024
Motivation is known to fluctuate, often declining, over time. Research on how motivation changes across school years is ubiquitous, yet little research examines changes in motivation within one school year. In this study, we model how third- through fifth-grade students' mathematics motivation (i.e., expectancies and values) changes over two years using six time points (beginning, middle, and end of school years). We compared a model forcing a linear trend to an unstructured model allowing for trends in motivation to take any shape. On average, mathematics expectancy and value both decreased linearly over the two years; however, the unstructured model for expectancy displayed better fit and showed more variation, with motivation often peaking at the beginning of the school year and dipping lowest in the middle. This mid-year dip offers insights into contextual forces that may influence student motivation and provides information that can be used in structuring motivation-supporting interventions.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 3; Primary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A