An Investigation of the Relationships Between Mathematics Classroom Practices and Self-Motivational Beliefs

• In Event: Motivating Mathematics and Science Learners

Abstract

The purpose of this study was to examine the interrelationships among math interest, math utility value, and deep learning and engagement classroom practices. Questionnaire data from students attending two California public high schools was utilized. Self-motivational beliefs and teacher classroom practices were reported by students. Path analysis tested direct and indirect effects of teacher practices on students’ self-motivational beliefs. Student-reported classroom practices were directly and indirectly linked to math interest and utility. Students reporting a higher frequency of target practices in their fall math courses went on to report higher spring math interest and perceived math utility, and that these increases can be explained via the mediating effects of mid-fall math interest and spring deep learning and engagement practices.

Author

• Tristan Hann, Johns Hopkins University