Is Math Relevant to Me? Context-Dependent Differences in Students’ Math Test Engagement Across Math-Intensive Courses

• In Event: How Motivation Shapes STEM Outcomes in Postsecondary Contexts and Beyond

Abstract

Math-related achievement difficulties are a key contributor to STEM dropout. Therefore, diagnostic self-tests are often used to identify and address possible knowledge gaps, but the effectiveness of self-testing depends on students’ test engagement and context-specific relevance. Based on situated expectancy-value theory, this study examined context-dependent differences in first-year STEM students’ motivation and engagement during a test of math prerequisites for STEM students (N=2,165). Multilevel analyses revealed that while test engagement was higher in contexts with high perceived math relevance, students’ intrinsic interest in the tested content was lower, potentially due to performance pressures. In view of these contrasting effects, emphasizing the relevance of math content for self-tests may decrease students’ motivation without further support and test adaptations.

Authors

• Daria Katharina Benden, University of Bonn

• Fani Lauermann, University of Bonn