Students’ Motivation and Affection Profiles and Their Relation to Mathematics Achievement, Persistence, and Behaviors
ObjectiveWe aimed to explore profiles of subgroups of United States students based on their motivational and affective characteristics and investigate the differences in math-related behaviors, persistence, and math achievement across profiles.MethodWe used 1,464 United States students (male 743 51%...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-01-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2020.533593/full |
| _version_ | 1819297254060589056 |
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| author | Feiya Xiao Li Sun |
| author_facet | Feiya Xiao Li Sun |
| author_sort | Feiya Xiao |
| collection | DOAJ |
| description | ObjectiveWe aimed to explore profiles of subgroups of United States students based on their motivational and affective characteristics and investigate the differences in math-related behaviors, persistence, and math achievement across profiles.MethodWe used 1,464 United States students (male 743 51%, female 721 49%, age 15.82 ± 0.28) from PISA 2012 United States data in our study. First, we employed latent profile analysis and secondary clustering to identify subgroups of students based on motivational (math self-concept, interest in math, perceived control, and instrumental motivation) and affective factors (math anxiety). Next, we used regression to compare differences in math behavior, persistence, and achievement among all identified subgroups.ResultsWe found five distinct groups of students with different patterns of motivation and affection. The subgroup of students with the lowest math anxiety and the highest motivation levels showed the highest math achievement and levels of persistence. The groups with high math interest, math self-concept, and instrumental motivation showed the most frequent math-related behaviors.ConclusionsOur findings reveal the complexity of the students’ motivational and affective profiles. Our findings are significant for teachers and educators to understand the diversity of students and provide theoretical and practical support for individualized and differentiated instruction. |
| first_indexed | 2024-12-24T05:11:05Z |
| format | Article |
| id | doaj.art-5add5c12c03c46d9932daee184d37b4d |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-24T05:11:05Z |
| publishDate | 2021-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-5add5c12c03c46d9932daee184d37b4d2022-12-21T17:13:41ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-01-011110.3389/fpsyg.2020.533593533593Students’ Motivation and Affection Profiles and Their Relation to Mathematics Achievement, Persistence, and BehaviorsFeiya Xiao0Li Sun1Department of Psychology, Henan Normal University, Xinxiang, ChinaDepartment of Mathematics and Statistics, Texas Tech University, Lubbock, TX, United StatesObjectiveWe aimed to explore profiles of subgroups of United States students based on their motivational and affective characteristics and investigate the differences in math-related behaviors, persistence, and math achievement across profiles.MethodWe used 1,464 United States students (male 743 51%, female 721 49%, age 15.82 ± 0.28) from PISA 2012 United States data in our study. First, we employed latent profile analysis and secondary clustering to identify subgroups of students based on motivational (math self-concept, interest in math, perceived control, and instrumental motivation) and affective factors (math anxiety). Next, we used regression to compare differences in math behavior, persistence, and achievement among all identified subgroups.ResultsWe found five distinct groups of students with different patterns of motivation and affection. The subgroup of students with the lowest math anxiety and the highest motivation levels showed the highest math achievement and levels of persistence. The groups with high math interest, math self-concept, and instrumental motivation showed the most frequent math-related behaviors.ConclusionsOur findings reveal the complexity of the students’ motivational and affective profiles. Our findings are significant for teachers and educators to understand the diversity of students and provide theoretical and practical support for individualized and differentiated instruction.https://www.frontiersin.org/articles/10.3389/fpsyg.2020.533593/fullmath achievementmath self-conceptperceived control in mathpersistencemath anxietyLPA |
| spellingShingle | Feiya Xiao Li Sun Students’ Motivation and Affection Profiles and Their Relation to Mathematics Achievement, Persistence, and Behaviors Frontiers in Psychology math achievement math self-concept perceived control in math persistence math anxiety LPA |
| title | Students’ Motivation and Affection Profiles and Their Relation to Mathematics Achievement, Persistence, and Behaviors |
| title_full | Students’ Motivation and Affection Profiles and Their Relation to Mathematics Achievement, Persistence, and Behaviors |
| title_fullStr | Students’ Motivation and Affection Profiles and Their Relation to Mathematics Achievement, Persistence, and Behaviors |
| title_full_unstemmed | Students’ Motivation and Affection Profiles and Their Relation to Mathematics Achievement, Persistence, and Behaviors |
| title_short | Students’ Motivation and Affection Profiles and Their Relation to Mathematics Achievement, Persistence, and Behaviors |
| title_sort | students motivation and affection profiles and their relation to mathematics achievement persistence and behaviors |
| topic | math achievement math self-concept perceived control in math persistence math anxiety LPA |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2020.533593/full |
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