Testing a social-cognitive model of achievement motivation

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Cynthia Anne Frasco D'Agostino (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Kay Pasley

Abstract: The purpose of the research was to test a proposed conceptual model of mathematics achievement motivation. The model suggests that students' positive beliefs and cognitions about self and context result in mastery goal orientations and expectancies for success, a relationship moderated by beliefs about ability (self-efficacy). In turn, mastery goal orientation and expectancies positively affect process cognitions (e.g., better learning strategies, preference for challenging tasks, increased effort and persistence), and these cognitions affect mathematics performance outcomes (e.g., more time spent on work and academic activities, better grades). On the other hand, if a student comes to an academic situation with negative beliefs about self and/or context, he or she is more likely to have performance goal orientations and expectancies for failure. These are believed to negatively affect process cognitions (e.g., less effective strategies, preference for easy tasks, decreased effort and persistence) and results in mathematics performance outcomes that reflect a lack of motivation to achieve (e.g., less time spent on work, little or no time spent on academic activities, lower grades and test scores). The sample was drawn from National Education Longitudinal Study (NELS) and included 2,254 students who were in-school (in or out of grade) and who completed all relevant items in the 8th, 10th, and 12th grades. These data allowed an examination of the model over time.

Additional Information

Language: English
Date: 1996
Achievement motivation in youth
Mathematics $x Study and teaching

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