Held, Tanja; Hascher, Tina (27 August 2021). Reciprocal Effects between Self-Determined Motivation and Engagement in Mathematics (Unpublished). In: 19th Biennial European Association for Research on Learning and Instruction (EARLI) Conference. Online. 23.08.-27.08.2021.
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Student motivation and engagement are key requirements for successful learning. Existing research has shown that motivation can be seen as a predictor of engagement. However, this relationship might not be seen as linear, as engagement may also predict motivation for future learning activities. Therefore, the present paper investigates whether reciprocal effect can be found between self-determined motivation and behavioral engagement in mathematics instruction in lower secondary education. A total of six latent cross-lagged structural equation models were conducted with two forms of self-determined motivation (intrinsic and identified regulation) and three behavioral engagement indicators (effort, inattention, and procrastination). Data consists of answers of 348 students in Grades 7 and 8 at three measurement points. Results revealed positive effects between both forms of self-determined motivation and effort, and negative effects between both forms of self-determined motivation and inattention and procrastination over time. Cross-lagged effects vary depending on the behavioral engagement indicators and in terms of the strength of the direction. These results suggest that, in addition to the effect of motivation on behavioral engagement, students’ behavioral engagement in learning activities in mathematics may also influence his or her future motivation for mathematics learning.
Item Type: |
Conference or Workshop Item (Poster) |
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Division/Institute: |
07 Faculty of Human Sciences > Institute of Education > School and Teaching Research |
UniBE Contributor: |
Held, Tanja, Hascher, Tina |
Subjects: |
300 Social sciences, sociology & anthropology > 370 Education |
Language: |
English |
Submitter: |
Tanja Held |
Date Deposited: |
04 May 2022 14:23 |
Last Modified: |
05 Dec 2022 16:13 |
BORIS DOI: |
10.48350/166643 |
URI: |
https://boris.unibe.ch/id/eprint/166643 |
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