Motivation in Mathematics Within a Mastery-Oriented STEM School: A Mixed-Methods Study of Motivational Contexts

• In Event: 72.017 - Studies in Student Motivation: Goals, Efficacy, and Belonging

Abstract

This study was a mixed methods examination of student motivation within the context of a science, technology, engineering, and mathematics (STEM) school that intentionally implemented practices to emphasize mastery goals. We integrated achievement goal and expectancy-value theories to examine the relations between classroom goal structures, personal achievement goal orientations, self-efficacy, and task value for mathematics, while controlling for perceived task difficulty in math and school belonging. We interviewed a subset of participants for insight into students’ school experiences, exploring the complex interrelations between individuals and this motivational context. Results indicated that mastery-approach goals and school belonging were aligned with self-efficacy and value components, which can be understood in the context of this unique educational environment.

Authors

• Shirley L. Yu, The Ohio State University

• Megan Sanders, Carnegie Mellon University

• Alyssa Emery, The Ohio State University

• Jamie Eric Teeple, The Ohio State University - Columbus

• Lynley H. Anderman, The Ohio State University

• Nicole Leach, Mississippi State University