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Društvena istraživanja : časopis za opća društvena pitanja, Vol.22 No.3 Listopad 2013.

Izvorni znanstveni članak
https://doi.org/10.5559/di.22.3.05

The Structure of Students' Motivational Beliefs in Mathematics and Their Relation to Academic Outcomes

Daria Rovan   ORCID icon orcid.org/0000-0002-6990-4388 ; Faculty of Humanities and Social Sciences, Zagreb
Nina Pavlin-Bernardić ; Faculty of Humanities and Social Sciences, Zagreb
Vesna Vlahović-Štetić ; Faculty of Humanities and Social Sciences, Zagreb

Puni tekst: hrvatski, pdf (206 KB) str. 475-495 preuzimanja: 705* citiraj
APA 6th Edition
Rovan, D., Pavlin-Bernardić, N. i Vlahović-Štetić, V. (2013). Struktura motivacijskih uvjerenja u matematici i njihova povezanost s obrazovnim ishodima. Društvena istraživanja, 22 (3), 475-495. https://doi.org/10.5559/di.22.3.05
MLA 8th Edition
Rovan, Daria, et al. "Struktura motivacijskih uvjerenja u matematici i njihova povezanost s obrazovnim ishodima." Društvena istraživanja, vol. 22, br. 3, 2013, str. 475-495. https://doi.org/10.5559/di.22.3.05. Citirano 25.09.2018.
Chicago 17th Edition
Rovan, Daria, Nina Pavlin-Bernardić i Vesna Vlahović-Štetić. "Struktura motivacijskih uvjerenja u matematici i njihova povezanost s obrazovnim ishodima." Društvena istraživanja 22, br. 3 (2013): 475-495. https://doi.org/10.5559/di.22.3.05
Harvard
Rovan, D., Pavlin-Bernardić, N., i Vlahović-Štetić, V. (2013). 'Struktura motivacijskih uvjerenja u matematici i njihova povezanost s obrazovnim ishodima', Društvena istraživanja, 22(3), str. 475-495. doi: https://doi.org/10.5559/di.22.3.05
Vancouver
Rovan D, Pavlin-Bernardić N, Vlahović-Štetić V. Struktura motivacijskih uvjerenja u matematici i njihova povezanost s obrazovnim ishodima. Društvena istraživanja [Internet]. 31.10.2013. [pristupljeno 25.09.2018.];22(3):475-495. doi: https://doi.org/10.5559/di.22.3.05
IEEE
D. Rovan, N. Pavlin-Bernardić i V. Vlahović-Štetić, "Struktura motivacijskih uvjerenja u matematici i njihova povezanost s obrazovnim ishodima", Društvena istraživanja, vol.22, br. 3, str. 475-495, listopad 2013. [Online]. doi: https://doi.org/10.5559/di.22.3.05

Sažetak
The aim of this study was to examine elementary school
students' motivational beliefs related to mathematics
learning, in accordance with the expectancy-value theory. We
wanted to determine the structure of motivational beliefs in
mathematics and to examine to what extent motivational
beliefs are associated with different learning outcomes:
achievement, readiness for further learning of mathematics
and mathematics anxiety. The participants were 387 students
of the fifth, sixth, seventh and eighth grades from two
elementary schools in Zagreb. The instruments we used were
scales for measuring students' expectations and values,
achievement goals and mathematics anxiety. We also
collected basic demographic information about the
participants and data on their past and current achievement
in mathematics, as well as their assessment of readiness to
continue learning mathematics. The results of the
confirmatory factor analysis clearly support the structure of
motivational beliefs in accordance with the expectancy-value
theory. Significant motivational beliefs are expectation of
success and three components of value assessment: interest,
usefulness and importance. Hierarchical regression analyses
showed that, besides achievement goals, expectations and
values are important predictors of mathematics achievement,
even when prior achievement is controlled.

Ključne riječi
motivation; motivational beliefs; expectations; values; achievement goals

Hrčak ID: 110155

URI
https://hrcak.srce.hr/110155

[hrvatski]

Posjeta: 1.164 *