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Primary and secondary school students’ motivation and achievement in math and Slovene language

Primary and secondary school students’ motivation and achievement in math and Slovene language Cirila Peklaj and Melita Puklek Le v pušček Department of Psychology Faculty of Arts , University of Ljubljana. Why should I learn?. Theoretical background

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Primary and secondary school students’ motivation and achievement in math and Slovene language

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  1. Primary and secondary school students’ motivation and achievement in math and Slovene language Cirila Peklaj andMelita Puklek Levpušček Department of Psychology Faculty of Arts, University of Ljubljana

  2. Why should I learn?

  3. Theoretical background • Socio-cognitive perspective on academic motivation • 1. Course specific motivational variables: • Mastery goals, performance-approach goals and performance- • avoidance goals (achievement goal theory) • Self-efficacy • 2. General motivational variables: • Skepticism about the relevance of school • Self-handicapping strategies.

  4. Purposes of the study • to find out the differences between primary and secondary school students in general and course-specific motivational beliefs, avoidance behaviours and achievement (final grades in math and Slovene language) • to find out the relations between general and course-specific motivational beliefs, avoidance behaviours and achievement, • to find out which general and course-specific motivational variables are best predictors of students’ achievement.

  5. Method • Participants • 470 Grade 7 (231 boys and 239 girls), primary school students,12.8 years (SD = 3.9 months); • 437 Grade 3 (176 boys and 261 girls) secondary school students, 17.8 years (SD = 4.7 months). • .

  6. Method • Measures • Six subscales of the Patterns of Adaptive Learning Scales (PALS; Midgley et al., 2000), two general measures and four course-specific measures; 5-point Likert scale (1 - not at all true for me to 5 - very true for me): • General academic beliefs and strategies: self-handicapping and skepticism, • Course-specific motivation in math and Slovene language: mastery, performance-approach, performance-avoidance goal orientations, self-efficacy.

  7. Results Differences between primary and secondary school Motivational dimensions, achievement: primary school > secondary school Self-handicapping: primary school < secondaryschool

  8. Results Correlations between motivational variables and achievement

  9. Results Students’ motivational variables as predictors of achievement in math

  10. Results Students’ motivational variables as predictors of achievement in Slovene language

  11. Conclusions • Further extention of stage-environment fit theory to the transition from upper primary school to secondary school. • Mastery goal orientation and self-efficacy are positively related to achievement at both school levels and subjects. • Skepticism and self-handicapping are negatively related to achievement at both school levels and subjects. • General and course-specific motivational beliefs and behaviours independently predict final achievement in both subjects, even after control for the previous achievement. • Self-efficacy in primary school and personal mastery goals in secondary school are best independent predictors of achievement.

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