Motivation, Engagement, and Mathematics Achievement: An Exploratory Study among Chinese Primary Students

Autor/inn/en	Xia, Qi; Yin, Hongbiao; Hu, Ruonan; Li, Xiuhan; Shang, Junjie
Titel	Motivation, Engagement, and Mathematics Achievement: An Exploratory Study among Chinese Primary Students
Quelle	In: SAGE Open, 12 (2022) 4, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xia, Qi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221134609
Schlagwörter	Learner Engagement; Student Motivation; Mathematics Instruction; Mathematics Achievement; Elementary School Students; Grade 4; Grade 5; Grade 6; Foreign Countries; Asians; China + Suchen Sie Ihr Suchwort? Schulische Motivation; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate
Abstract	Student motivation and engagement have been complex issues in basic mathematics education. Based on the theory of Motivation and Engagement Wheel, this study examined the relationships among student motivation, engagement, and mathematics achievement. A sample of 1,538 Chinese primary school students participated in the survey, and motivation and engagement were assessed through their responses to the Motivation and Engagement Scale. The results largely confirmed the hypothesized relationships between motivation, engagement, and mathematics achievement. Some consistent patterns of individual differences related to gender and grade level were also revealed. Cluster analysis revealed that the category of "struggling students" showed high levels of adaptive engagement in learning, but their mathematics scores were still low, which may be correlated to their high level of maladaptive motivation and engagement. These findings provide implications for developing a more comprehensive knowledge of the nature of students' mathematics learning motivation and improving their engagement in mathematic learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01