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Testing a motivational model of achievement: How students’ mathematical beliefs and interests are related to their achievement

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Abstract

Blackwell et al. (Child Development 78(1):246–263, 2007) tested a motivational model of achievement in which an incremental theory of intelligence leads to learning goals and positive effort beliefs, which leads to fewer ability-based, helpless attributions, and more positive strategies, which leads to improved grades. In the present study, we tested this model by using a different population, using domain-specific items, comparing the results across gender, including “interest” as another variable in the model, and assessing the impact of achievement as an antecedent and outcome variable in the model. Participants included 163, mostly White, ninth-grade Algebra students from a suburban school in southwest Virginia, USA. We established that the model had a relatively good fit to the data and all paths were statistically significant when achievement was used as both an antecedent and outcome variable. The standardized path coefficients were consistent with those reported by Blackwell et al. and the model was invariant across genders. Furthermore, we documented that interest could be included as another mediating variable in the model. The results of this study provide evidence to support the validity of the relationships between the constructs in the Blackwell et al. model for the population examined.

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Author information

Authors and Affiliations

  1. Department of Learning Sciences and Technologies, Virginia Tech, School of Education (0313), Blacksburg, VA, 24061, USA

    Brett D. Jones

  2. Department of Teaching and Learning, Virginia Tech, School of Education (0313), Blacksburg, VA, 24061, USA

    Jesse L. M. Wilkins

  3. Hidden Valley High School, 5000 Titan Trail, Roanoke, VA, 24018, USA

    Margaret H. Long

  4. Virginia Tech, 220E War Memorial Hall, Blacksburg, VA, 24061, USA

    Feihong Wang

Authors
  1. Brett D. Jones
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  2. Jesse L. M. Wilkins
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  3. Margaret H. Long
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  4. Feihong Wang
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Correspondence to Brett D. Jones.

Additional information

Brett D. Jones. Department of Learning Sciences and Technologies, Virginia Tech, School of Education (0313), Blacksburg, VA 24061 USA. E-mail: brettjones@vt.edu; Web site: http://www.MotivatingStudents.info

Current themes of research:

Motivation. Students’ beliefs. Motivating students.

Relevant publications:

Osborne, J. W., & Jones, B. D. (in press). Identification with academics and motivation to achieve in school: How the structure of the self influences academic outcomes. Educational Psychology Review, 23(1). doi:http://10.1007/s10648-011-9151-1

Jones, B. D. (2010). An examination of motivation model components in face-to-face and online instruction. Electronic Journal of Research in Educational Psychology, 8(3), 915–944.

Jones, B. D., Paretti, M. C., Hein, S. F., & Knott, T. W. (2010). An analysis of motivation constructs with first-year engineering students: Relationships among expectancies, values, achievement, and career plans. Journal of Engineering Education, 99(4), 319–336.

Jones, B. D., & Parkes, K. A. (2010). The motivation of undergraduate music students: The impact of identification and talent beliefs on choosing a career in music education. Journal of Music Teacher Education, 19(2), 41–56. doi:10.1177/1057083709351816

Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, 21(2), 272–285.

Jesse (Jay) L. M. Wilkins. Virginia Tech, Department of Teaching and Learning, School of Education (0313), Blacksburg, VA 24061 USA. E-mail: wilkins@vt.edu

Current themes of research:

Mathematics education. Quantitative literacy. Children’s fraction knowledge.

Relevant publications:

Wilkins, J. L. M., & Norton, A. (in press). The splitting loope. Journal for Research in Mathematics Education.

Wilkins, J. L. M. (2010). Modeling quantitative literacy. Educational and Psychological Measurement, 70(2), 267–290.

Norton, A., & Wilkins, J. L. M. (2010). Students' partitive reasoning. Journal of Mathematical Behavior, 29, 181–194.

Norton, A., & Wilkins, J. L. M. (2009). A quantitative analysis of children‘s splitting operations and fraction schemes. Journal of Mathematical Behavior, 28(2/3), 150–161.

Wilkins, J. L. M. (2008). The relationship among elementary teachers' content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11(2), 139–164.

Margaret H. Long. Hidden Valley High School, 5000 Titan Trail, Roanoke, VA 24018 USA. E-mail: mlong@rcs.k12.va.us

Current themes of research:

Mathematics education. Motivation.

Relevant publications:

Long, M. H., Jones, B. D., & Wang, F. (2009). Motivating students by connecting algebra to their lives. Virginia Mathematics Teacher, 35(2), 45-46.

Feihong Wang. Virginia Tech, 220E War Memorial Hall, Blacksburg, VA 24061 USA. E-mail: fwang06@vt.edu

Current themes of research:

Game-based learning. Technology-assisted language learning. Collaborative learning. Distance education.

Relevant publications:

Wang, F., & Burton, J. (2010). A solution for older adults’ learning of computer skills: The computer game-based learning approach. Journal of Research in Education, 21(2), 1-9.

Wang. F., & Lockee, B. (2010). Virtual worlds in distance education: A content analysis study. Quarterly Review of Distance Education, 11(3), 183-186.

Wang, F. (2010). Design principles for cell phone learning in EFL. i-manager’s Journal of Educational Technology, 7(2), 1-6.

Long, M. H., Jones, B. D., & Wang, F. (2009). Activating students by connecting algebra to their lives. Virginia Mathematic Teacher, 35(2), 45-46.

Evans, M. A., & Wang, F. (2008). The overlapping world view: Analyzing identity transformation in real and virtual worlds and the effects on learning. i-manager’s Journal of Educational Technology, 52(2), 55-63.

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Jones, B.D., Wilkins, J.L.M., Long, M.H. et al. Testing a motivational model of achievement: How students’ mathematical beliefs and interests are related to their achievement. Eur J Psychol Educ 27, 1–20 (2012). https://doi.org/10.1007/s10212-011-0062-9

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