Eighth-Grade Algebra Course Placement and Student Motivation for Mathematics

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      26
    • Sponsoring Agency:
      National Science Foundation (NSF)
    • Contract Number:
      DUE0335369
      DUE0928103
      DUE0929076
    • Education Level:
      Grade 8
      Junior High Schools
      Middle Schools
      Elementary Education
      Secondary Education
    • Subject Terms:
      Algebra; Grade 8; Student Placement; Student Motivation; Mathematics Instruction; Student Attitudes; Student Behavior; Self Efficacy; Mathematics Achievement; Middle School Students
    • Subject Terms:
      California
    • Subject Terms:
      Patterns of Adaptive Learning Survey
    • ISSN:
      2332-8584
    • Abstract:
      This study uses student panel data to examine the association between algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth-grade algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth-grade algebra placement, placing previously average- and low-performing students in algebra can potentially undermine their motivation for mathematics.
    • Abstract:
      As Provided
    • Number of References:
      75
    • Publication Date:
      2018
    • Accession Number:
      EJ1194596