Exploring Control-Value Motivational Profiles of Mathematics Anxiety, Self-Concept, and Interest in Adolescents

• In Event: Student Motivation Across Mathematics and Language Learning Domains

Abstract

We identified multidimensional profiles of students’ mathematics anxiety, self-concept, and interest using data from a generalizable sample of 16,547 9th grade US students. Five profiles were identified: two profiles which demonstrated high levels of interest and self-concept, along with low anxiety, in line with the control-value theory of academic emotions (C-VTAE); two profiles which demonstrated low levels of interest and self-concept, and high levels of anxiety (in accordance with C-VTAE); and one profile, comprising more than 37% of the total sample, which demonstrated medium levels of interest, high levels of self-concept, and medium levels of anxiety. This study contributes to the literature by identifying student profiles that mainly align with the control-value theory of academic emotions in a large, generalizable sample.

Authors

• Michael Broda, Virginia Commonwealth University
  Presenting Author

• Erica Ross, Virginia Commonwealth University
  Non-Presenting Author

• Nicole S. Sorhagen, Millersville University
  Non-Presenting Author

• Eric Ekholm, Virginia Commonwealth University
  Non-Presenting Author