Individual differences and the linkages between motivation and achievement are clearer in mathematics than in other subjects. Mathematics achievement predicts the transition to upper-secondary school, but motivation explains course choices. However, we know only little about changes in and significance of motivation in the beginning of general upper-secondary studies. Therefore, in this study, we examined using latent change score modeling the changes in interest and strain, their mutual connections, and predictions on course grades, during the first three courses in basic and advanced mathematics (N=164), while controlling for previous achievement, subject interest, and gender. Students studying the basic level reported lower interest and higher strain than those studying advanced level. Otherwise, the results were similar in both groups. Strain increased and interest decreased at the beginning of the studies, and interest, strain, and changes in them were correlated. Interest in mathematics predicted course-specific interest positively and strain negatively, previous achievement only strain negatively. An increase in interest predicted slightly better course performance. The results suggest that interest acts as a buffer against strain, whereas increased strain may undermine interest. An increase in interest also appears to support achievement. Attention should be given to the balance between strain and interest as part of student well-being in general upper-secondary studies.
|Bidragets titel på inmatningsspråk||Interest and strain in upper-secondary mathematics|
|Status||!!Accepted/In press - 15 maj 2021|
- 516 Pedagogik