Boys’ motivation profiles in mathematics: relations with contextual factors, wellbeing and engagement in a boys-only school

This study examined the extent to which boys fell into clusters comprised of different levels of motivations and costs. In turn, the antecedents of these clusters and associations with engagement and wellbeing outcomes were considered. Based on survey responses from 168 students across Years 5, 7 an...

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Bibliographic Details
Published in:ZDM 2023-03, Vol.55 (2), p.315-329
Main Authors: Beswick, Kim, Watt, Helen M. G., Granziera, Helena, Geiger, Vince, Fraser, Sharon
Format: Article
Language:English
Subjects:
Children & youth
Classrooms
Clusters
Costs
Education
Elementary School Teachers
Expectation
Foreign Countries
Gender differences
Girls
Grade 5
Grade 7
Grade 9
Learner Engagement
Males
Mathematical analysis
Mathematics
Mathematics Achievement
Mathematics Education
Motivation
Original Paper
Peer Influence
Perceptions
Predictor Variables
Preservice Teachers
Single Sex Schools
Student Attitudes
Student Behavior
Student Characteristics
Student Motivation
Students
Teacher Characteristics
Teachers
Values
Well Being
Young adults
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Summary:This study examined the extent to which boys fell into clusters comprised of different levels of motivations and costs. In turn, the antecedents of these clusters and associations with engagement and wellbeing outcomes were considered. Based on survey responses from 168 students across Years 5, 7 and 9 from an all-boys' school in Sydney, Australia, three clusters were identified: Positively Engaged, Disengaged , and Struggling Ambitious . Performance-approach and avoidance achievement goals, mastery classroom goal structure, perceived peer valuing of mathematics and teacher enthusiasm differentially predicted profile membership. Clusters were also found to differ in terms of both wellbeing and engagement, such that students within maladaptive profiles evidenced the most negative outcomes. The study reaffirms prior work, holds implications for addressing student motivation in mathematics, and adds to understanding of the interplay of individual and classroom goal structures in relation to students’ mathematics expectancies, values and resultant outcomes.
ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-022-01464-1