Changes in high-school students' competence beliefs, utility value and achievement goals in mathematics

British Journal of Educational Psychology

Volumn 78, Issue 1, 2008, Pages 31-50

  Chouinard, Roch ^a   Roy, Normand ^a  

^a UNIVERSITÉ DE MONTRÉAL   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ADOLESCENT; ARTICLE; ATTITUDE; CULTURAL ANTHROPOLOGY; FEMALE; HUMAN; MALE; MATHEMATICS; MOTIVATION; QUESTIONNAIRE; SCHOOL; STUDENT;

ACHIEVEMENT; ADOLESCENT; ATTITUDE; CULTURE; FEMALE; GOALS; HUMANS; MALE; MATHEMATICS; MOTIVATION; QUESTIONNAIRES; SCHOOLS; STUDENTS;

EID: 41149153318     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709907X197993     Document Type: Article

References (48)

1. Ames, C. (1992). Achievement goals and the classroom climate. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 327-348). New Jersey: Erlbaum.
2. Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientation, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22, 269-298.
3. Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology, 65(3), 317-329.
4. Bouffard, T., Vezeau, C., Romano, G., Chouinard, R., Bordeleau, L., & Filion, C. (1998). Élaboration et validation d'un instrument pour évaluer les buts des élèves en contexte scolaire. Revue canadienne des sciences du comportement, 30, 203-206.
5. Brophy, J. E. (2005). Goal theorists should move on from performance goals. Educational Psychologist,40(3),167-176
6. Bryk, A. S., & Raudenbush, S. W. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Newbury Park, CA: Sage.
7. De Corte, E., & Op't Eynde, P. (2003). When girls value mathematics as highly as boys: An analysis of junior-high students' mathematics-related beliefs. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, April 21-25.
8. Duru-Belat, M. (1995). Filles et garcons à l'école, approches sociologiques et psychosociales. Revue francaise dépedagogie, 110, 75-109.
9. Eccles, J. S. (1987). Gender roles and women's achievement-related decisions. Psychology of Women Quarterly, 11, 135-172.
10. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1985). Self-perceptions, task perceptions, socializing influences, and decision to enroll in mathematics. In S. F. Chipman, L. R. Brush, & D. M. Wilson (Eds.), Women and mathematics: Balancing the equation (pp. 95-121). Hillsdale, NJ: Erlbaum.
11. Eccles (Parsons), J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviours. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco: Freeman.
12. Eccles, J. S., Wigneld, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (5th ed., Vol. 3, pp. 1017-1095). New Jersey: Wiley.
13. Elliot, A., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
14. Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. JASA: Catalog of Selected Documents in Psychology, 6(1), 31 (Ms No 1225).
15. Fennema, E., & Sherman, J. A. (1977). Sex-related differences in mathematics achievement, spatial visualization, and affective factors. American Educational Research Journal, 14, 51-71.
16. Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex typed domain. Developmental Psychology, 38(4), 519-533.
17. Frenzel, A. C., Pekrun, R., Goetz, T., & von Hofe, R. (2005). Girls and mathematics - a hopeless issue ? An analysis of girls' and boys' emotional experiences in mathematics. Paper presented at the 2005 EARLI Conference, August 23-27, Nicosia, Cyprus.
18. Good, T. L., &Brophy,J. E. (1995). Contemporaryeducational psychology(5th ed.). White Plains, NY: Longman.
19. Greene, B. A., De Backer, T. K., Ravindran, B., & Krows, A. J. (1999). Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes. Sex Roles, 40(5), 421-458.
20. Hackett, G., & Betz, N. E. (1992). Self-efficacy perceptions and the career-related choices of college students. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 229-246). Hillsdale, NJ: Erlbaum.
21. Hatter, S. (1982). The perceived competence scale for children. Child Development, 53, 85-97.
22. Harter, S. (1992). The relationship between perceived competence, affect, and motivational orientation within the classroom: Processes and patterns of change. In R. K. Boggiano & T S. Pittman (Eds.), Achievement and motivation (pp. 77-114). New York: Cambridge University Press.
23. Hox, J. J. (2002). Multilevel analysis: Techniques and applications. Mahwah, NJ: Erlbaum.
24. Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigneld, A. (2002). Changes in children's self-competence and values: Gender and domain across grades one through twelve. Child Development, 72(2), 509-527.
25. Kaplan, A., & Midgley, C. (1997). The effect of achievement goals: Does level of perceived academic performance make a difference? Contemporary Educational Psychology, 22, 415-435.
26. Kloosterman, P. (1990). Attributions, performance following failure, and motivation in mathematics. In E. Fennema & G. C. Leder (Eds.), Mathematics and gender (pp. 96-127). New York: Teachers College, Columbia University.
27. Leder, G. C. (1990). Gender differences in mathematics: An overview. In E. Fennema & G. C. Leder (Eds.), Mathematics and gender (pp. 10-26). New York: Teachers College, Columbia University.
28. Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2), 69-78.
29. Ma, X., & Cartwright, F. (2003). A longitudinal analysis of gender differences in affective outcomes in mathematics during middle and high school. School Effectiveness and School Improvement, 14(4), 413-439.
30. Mason, L. (2003). High school students' beliefs about maths, mathematical problem solving, and their achievement in maths: A cross-sectional study. Educational Psychology, 23(1), 73-85.
31. Meece, J. L., & Courtney, D. P. (1992). Gender differences in students' perceptions: Consequences for achievement-related choices. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 209-228). Hillsdale, NJ: Earlbaum.
32. Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85, 582-590.
33. Middleton, M. J., Kaplan, A., & Midgley, C. (2004). The change in middle school students' achievement goals in mathematics over time. Social Psychology of Education, 7, 289-311.
34. Pierrehumbert, B., Zazone, F., Kauer-Tchicaloff, C., & Plancherel, B. (1988). Image de soi et échec scolaire. Bulletin depsychologie, 384, 332-345.
35. Pintrich, E. A., & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D. H. Schunk, & J. L. Meece (dir.), Student Perceptions in the Classroom (pp. 149-183). Hillsdale, NJ: Erlbaum.
36. Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education. Englewood Cliffs, NJ: Prentice-Hall.
37. Randhawa, B. S., Beamer, J. E., & Lundberg, L. (1993). Role of mathematics self-efficacy in the structural model of mathematics achievement. Journal of Educational Psychology, 85, 41-48.
38. Seegers, G., & Boekaerts, M. (1996). Gender-related differences in self-referenced cognitions in relation to mathematics. Journal of Research in Mathematics Education, 27(2), 215-240.
39. Seifert, T. L., & O'Keefe, B. A. (2001). The relationship of work avoidance and learning goals to perceived competence, externality and meaning. British Journal of Educational Psychology, 71(1), 81-92.
40. Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientations: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89(1), 71-81.
41. Stipek, D. J. (1993). Motivation to learn: From theory to practice. Englewood Cliffs, NJ: Prentice Hall.
42. Stipek, D. J., & Gralinski, J. H. (1991). Gender differences in children's achievement-related beliefs and emotional responses to success and failure in mathematics. Journal of Educational Psychology, 83, 361-371.
43. Stodolsky, S. (1985). Telling math: Origins of math aversion and anxiety. Educational Psychologist, 20, 125-133.
44. Vezeau, C., Chouinard, R., Bouffard, T, & Couture, N. (1998). Adaptation et validation des échelles de Fennema-Sherman sur les attitudes en mathématiques chez des garçons et des filles du secondaries. Revue canadienne des sciences du comportement, 30, 137-140.
45. Walter-Barnes, C. J., & Mason, C. A. (2001). Ethnic differences in the effect of parenting on gang involvement and gang delinquency: A longitudinal, hierarchical linear modelling perspective. Child Development, 72(6), 1814-1831.
46. Watt, H. M. G. (2004). Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th- through 11th-grade Autralian students. Child Development, 75(5), 1556-1574.
47. Wigfield, A., & Eccles, J. S. (1994). Children's competence beliefs, achievement values, and general self-esteem: Change across elementary and middle school. Journal of Early Adolescence, 14(20), 107-138.
48. Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relations between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238.