The relationship between student motivation and mathematics achievement in the Assessment of Basic Competencies (ÜGK) 2016

Girnat, Boris; Hagenauer, Gerda; Hascher, Tina (2020). The relationship between student motivation and mathematics achievement in the Assessment of Basic Competencies (ÜGK) 2016. Schweizerische Zeitschrift für Bildungswissenschaften, 42(2), pp. 414-438. Bern Open Publishing 10.24452/sjer.42.2.7

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Based on the expectancy-value-theory (Eccles et al., 1983), we tested the relationship between motivation variables and mathematics achievement using ÜGK 2016 data of N = 11’131 students at the end of compulsory education. The results confirm the predictive power of learning goal-orientation, self-concept, and self-efficacy beliefs for explaining mathematics achievement. Gender-specific differences such as the pronounced lower mathematics self-concept of girls despite comparable achievement can be explained by a multi-dimensional assessment of mathematics self-efficacy beliefs as there are significant differences in applied mathematics but not in algebra.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > School and Teaching Research

UniBE Contributor:

Hascher, Tina

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISSN:

2624-8492

Publisher:

Bern Open Publishing

Language:

German

Submitter:

Christine Alexandra Röthlisberger

Date Deposited:

03 Nov 2020 16:01

Last Modified:

03 Feb 2021 14:01

Publisher DOI:

10.24452/sjer.42.2.7

BORIS DOI:

10.7892/boris.147186

URI:

https://boris.unibe.ch/id/eprint/147186

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