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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2020_Girnat-Hagenauer-Hascher_Schülermotivation und Mathematikleistung_SZBF.pdf - Published Version Available under License Creative Commons: Attribution (CC-BY). Download (256kB) | Preview |
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: |
05 Dec 2022 15:41 |
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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