Motivation and Achievement in Mathematics among Finnish Third Graders Mononen, R.1), Lohvansuu, H.2) & Laine, A.2) 1)University
of Oslo, Norway ,2)University of Helsinki, Finland
1. BACKGROUND
4. RESULTS
‘Expectancy-value’ theory (Wigfield & Eccles, 2000) is recognized as one of the prominent theories in trying to explain why individuals engage in achievement related tasks (e.g., in mathematics). Related to mathematics learning, intrinsic value indicates enjoyment and interest one develops from participating mathematics activities, utility value for the usefulness of task in achieving important goals, and cost for all negative aspects of engaging in the task. Perceived competence indicates student’s beliefs about his/her competence in mathematics. The relation between motivation and achievement in mathematics becomes stronger during the school years, as children start to have more realistic view about themselves as learners (Aunola et al., 2006; Denissen et al., 2007). Regarding gender differences, although boys and girls perform equally well in mathematics, boys seem to have more interest in mathematics and perceive themselves more competent than girls (Kupari & Törnroos, 2005).
Relations between motivation and mathematics factors Spearman’s correlation analyses
TIMMS Arithmetic
PC .388 *** .313***
IV .357 *** .269***
UV .320 *** .248***
C –.180** .248***
*** p < .001, ** p < .01
Gender differences Mann-Whitney U-tests • No gender differences in mathematics achievement • Girls found mathematics more interesting (IV) than boys, U(213) = 7079, Z = 2.86, p = .004 • Girls valued mathematics being more useful (UV) than boys, U(213) = 7280, Z = 3.31, p = .001 • No gender differences in perceived competence and cost 4,00
2. RESEARCH QUESTIONS 1. How third graders’ motivation mathematics are related? 2. Are there any gender differences?
and
achievement
3,50
in
3,00 2,50 Girls Boys
2,00 1,50
3. METHOD Participants • N = 215 third graders from Helsinki region • Mage = 9.35 y., SD = 0.52 y. • boys = 49.8% (n = 107)
Measures Motivation • Motivation scale was developed based on Orosco’s motivation scale (2016), adding new items from the viewpoint of the ‘expectancy-value’ theory • Based on a principal component analysis, 26 of 33 items were included in the analyses: - perceived competence (PC: 6 items, α = .85), - intrinsic value (IV: 8 items, α = .90), - utility value (UV: 8 items, α = .81) - cost (C: 4 items, α = .75) • The items were set on a 4-point scale: a lot of times, sometimes, few times and never • Examples: - Math is easy for me. (PC) - I like doing math. (IV) - For everyday math it’s important to learn how to do math. (UV) - Doing math problems keeps me away from other things I like. (C)
Mathematics • Overall mathematics achievement: TIMMS (4th grade), 10 items, time limit of 20 mins. (α = .73) • Arithmetic: Regnefaktaprøven (Klausen & Reikerås, 2016), 45 addition and 45 subtraction facts (number range 0-20), time limit of 2 mins. for each operation (α = .99)
1,00 0,50 0,00 PC
IV
UV
C
5. CONCLUSIONS • Perceived competence had the strongest positive relation to achievement in mathematics; in contrast with previous research, no gender differences were found • Interest in and usefulness of mathematics had positive relations to achievement in mathematics; girls found mathematics more interesting and useful than boys, contrary to previous research • Depending on the type of the mathematics task, cost was either negatively (TIMMS) or positively (Arithmetic) related to it • Importance of supporting students with weak achievement and/or motivation in mathematics already in early grades References: Aunola, K., Leskinen, E. & Nurmi, J.-E. (2006). Developmental dynamics between mathematical performance, task motivation, and teachers’ goals during the transition to primary school. British Journal of Educational Psychology, 76(1), 21–40. Eccles, J. E., O’Neill, S. A., & Wigfield, A. (2005). Ability self-perceptions and subjective task values in adolescents and children. In K. A.Moore & L. H. Lippman (Eds.), What do children need to flourish? Conceptualizing and measuring indicators of positive development (pp. 237–249). New York:Springer. Kupari, P. & Törnroos, J. (2005). Matematiikan opiskelua tukevat asenteet ja oppimisstrategiat [Attitude and learning strategies supporting mathematics learning]. Teoksessa P. Kupari & J. Välijärvi (toim.), Osaaminen kestävällä pohjalla: PISA 2003 Suomessa -pääraportti, 151–172. University of Jyväskylä. Finnish Institute for Educational Research. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.
Contact: Riikka Mononen, email:
[email protected] 
