Growth Orientation, Engagement, and Achievement in Mathematics: A Multilevel, Longitudinal Examination of Students and Teachers

• In Event: 34.031 - New Directions in the Research on Self-Concept and Perceived Competence

Abstract

Using a multilevel, longitudinal SEM, we examined associations between student, classroom, and teacher growth orientation (GO) and mathematics engagement and achievement across one year. Recent cross-sectional research has shown that students’ GO—comprising growth mindset, self-based growth goals, and task-based growth goals—is positively associated with mathematics outcomes. In this study, we extend this research by also considering the multilevel nature of the data, the role of teachers, and associations with gains in mathematics outcomes. Results demonstrated that student and classroom GO had positive associations with gains in both mathematics outcomes. Although teachers did not have a direct effect on classroom outcomes, there was a significant interaction effect such that teacher GO aided classroom engagement for the least growth-oriented classrooms.

Authors

• Keiko Bostwick, University of New South Wales

• Andrew J. Martin, The University of New South Wales

• Rebecca J. Collie, University of New South Wales

• Tracy Lyn Durksen, University of New South Wales