e-journal

Eighth-Grade Algebra Course Placement and Student Motivation for Mathematics

---

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

---

Ketersediaan

Tidak ada salinan data

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

Versi lain/terkait

Lampiran Berkas

Komentar

---

Anda harus masuk sebelum memberikan komentar