Motivational Profiles in Mathematics among Chinese Secondary School Students and Their Relations with Perceived Parent/Teacher Goals and Academic Achievement

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

20

Foreign Countries; Secondary School Students; Mathematics Instruction; Student Motivation; Parent Attitudes; Parent Influence; Objectives; Teacher Attitudes; Academic Achievement; Beliefs; Learning Strategies; Parent Child Relationship; Expectation; Goal Orientation

Motivated Strategies for Learning Questionnaire; Patterns of Adaptive Learning Survey

10.1080/01443410.2024.2369232

0144-3410
1469-5820

This study identified maths motivation profiles in a sample of 878 Chinese secondary school students, and examined the effects of perceived parent/teacher achievement goals on maths motivation profiles and the effects of the latter on academic outcomes. Latent profile analysis conducting on three achievement goals (mastery-approach, performance-approach, and performance-avoidance) and four interest components (emotion, value, knowledge, engagement) identified four profiles: "medium, high all, low, and high mastery-oriented and interest." Students who perceived more parent/teacher mastery-approach and performance-approach goals were more likely to belong to the high all profiles. Students with the high all and the high mastery-oriented and interest profiles showed the highest use of deep and surface learning strategies and maths achievement. The results revealed distinct motivational profiles by integrating achievement goal theory and four-phase interest development theory, and provided preliminary evidence to help parents and teachers enhance students' maths motivation.

As Provided

2024

EJ1432391