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e-journal

Eighth-Grade Algebra Course Placement and Student Motivation for Mathematics

Rahila Simzar - Nama Orang; Thurston Domina - Nama Orang; Cathy Tran - Nama Orang;

This study uses student panel data to examine the association between algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth-grade algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth-grade algebra placement, placing
previously average- and low-performing students in algebra can potentially undermine their motivation for mathematics.

Keywords: algebra policy, motivation, middle school mathematics, expectancy-value theory, achievement goal theory


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Informasi Detail
Judul Seri
AERA Open
No. Panggil
-
Penerbit
New York : SAGE., 2016
Deskripsi Fisik
AERA Open January-March 2016, Vol. 2, No. 1, pp. 1– 26
Bahasa
English
ISBN/ISSN
DOI: 10.1177/2332858
Klasifikasi
-
Tipe Isi
-
Tipe Media
-
Tipe Pembawa
-
Edisi
January-March 2016, Vol. 2, No. 1
Subjek
PENDIDIKAN
Info Detail Spesifik
-
Pernyataan Tanggungjawab
agus
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  • FULL TEXT: Eighth-Grade Algebra Course Placement and Student Motivation for Mathematics
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