Abstract
ObjectiveWe aimed to explore profiles of subgroups of United States students based on their motivational and affective characteristics and investigate the differences in math-related behaviors, persistence, and math achievement across profiles.MethodWe used 1,464 United States students (male 743 51%, female 721 49%, age 15.82 ± 0.28) from PISA 2012 United States data in our study. First, we employed latent profile analysis and secondary clustering to identify subgroups of students based on motivational (math self-concept, interest in math, perceived control, and instrumental motivation) and affective factors (math anxiety). Next, we used regression to compare differences in math behavior, persistence, and achievement among all identified subgroups.ResultsWe found five distinct groups of students with different patterns of motivation and affection. The subgroup of students with the lowest math anxiety and the highest motivation levels showed the highest math achievement and levels of persistence. The groups with high math interest, math self-concept, and instrumental motivation showed the most frequent math-related behaviors.ConclusionsOur findings reveal the complexity of the students’ motivational and affective profiles. Our findings are significant for teachers and educators to understand the diversity of students and provide theoretical and practical support for individualized and differentiated instruction.
Highlights
Mathematics underperformance is a critical issue among students in the United States (Geary et al, 2012)
The literature indicates that some non-cognitive factors, like math self-concept, interest, perceived control in math, instrumental motivation to learn math, and math anxiety, play critical roles in understanding students’ math behavior, persistence, and performance in math learning (Hudson, 1999; Ma and Xu, 2004; Marsh et al, 2005; Antunes and Fontaine, 2007; Schiefele, 2009; Fernández-Villaverde et al, 2015)
While math self-concept, interest, perceived control in math, instrumental motivation to learn math positively associate with frequencies of math behaviors, persistence when facing difficulties and challenges, and math achievement, math anxiety is inversely correlated with them
Summary
Mathematics underperformance is a critical issue among students in the United States (Geary et al, 2012). LPA of Math Motivation and Anxiety are more likely to drop out of school or avoid math-related careers (Rozek et al, 2015) It is important for researchers and educators to understand the factors that affect students’ math performance and maintain their aspirations in learning math, which is associated with math-related activities and persistence. The literature indicates that some non-cognitive factors, like math self-concept, interest, perceived control in math, instrumental motivation to learn math, and math anxiety, play critical roles in understanding students’ math behavior, persistence, and performance in math learning (Hudson, 1999; Ma and Xu, 2004; Marsh et al, 2005; Antunes and Fontaine, 2007; Schiefele, 2009; Fernández-Villaverde et al, 2015). While math self-concept, interest, perceived control in math, instrumental motivation to learn math positively associate with frequencies of math behaviors, persistence when facing difficulties and challenges, and math achievement, math anxiety is inversely correlated with them
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