Motivational Predictors of Mathematics Growth: An Examination of Children With and Without Mathematics Learning Disability

• In Event: Roundtable Session 27
  In Roundtable Session: Roundtable: Predictors of Mathematics Learning and Achievement

Abstract

To longitudinally explore how motivational constructs contribute to children’s growth in mathematics we administered a series of tasks assessing specific mathematics competencies as well as general mathematics achievement to 161 children, from Grades 3 to 8. Following each task, children’s likability and perceived task difficulty were assessed and analyzed using latent growth curve modeling. Results indicate children’s likability and difficulty ratings predict growth on tasks designed to measure specific areas of mathematics competencies (e.g., arithmetic fluency, decomposition skills, and fractions knowledge), but not on general mathematics achievement. Children’s mathematics achievement status (e.g, mathematics learning disability (MLD), low achievement in mathematics (LA), or typical achievement in mathematics (TA), interact with children’s evaluations of likability and difficulty to influence mathematics outcomes.

Authors

• Laurie B. Hanich, Millersville University of Pennsylvania

• Melissa M. Murphy, College of Notre Dame of Maryland

• Michele M Mazzocco, Institute of Child Development