Journal
CHILD DEVELOPMENT
Volume 84, Issue 4, Pages 1475-1490Publisher
WILEY
DOI: 10.1111/cdev.12036
Keywords
-
Categories
Ask authors/readers for more resources
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5years. Using longitudinal data from six annual waves (Grades 5 through 10; M-age=11.7years at baseline; N=3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available