Poster #6 - Promoting Low-Achieving Students' Motivation and Self-Concept in Mathematics: Results of a Two-Year Classroom-Based Intervention

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-1 - Exploring Motivational Constructs in Authentic Academic Settings

Abstract

A concerning trend is for autonomous motivation to significantly decline over students’ school careers, particularly in mathematics. To counteract this negative trend, a two-year intervention based on self-determination theory was developed and implemented during grade 7 and 8 (lowest achievement level in mathematics). The study applied a quasi-experimental design using two intervention groups (a combined student/teacher versus a student-only group) and a control group. In grade 7, the combined group evidenced a positive development, whereas the student-only group showed a significant negative development - followed by non-significant developments in the subsequent year for both groups. The results merit discussion regarding students’ profile as secondary students from low-achieving tracks in mathematics, different intervention strategies as well as implications for intervention research.

Authors

• Claudia C Sutter, University of Central Florida

• Gerda Hagenauer, University of Bern

• Tina A. Hascher, University of Bern