High interest and positive self-concept are often linked to good academic performance, but we still know fairly little about the interplay between and individual differences in interest, self-concept, and math performance in young children. Following a person-oriented approach, the aim of this study was to investigate what kinds of profiles of mathematical skills (i.e., number sense, counting and arithmetic) and motivation (i.e., interest, self-concept) can be identified among school-beginners. The participants were 265 Norwegian first-graders (M age = 6 y 9 mo). Using latent class clustering analysis, four distinct profiles were identified. The largest group (46%) consisted of students who displayed relatively high skills but slightly lower interest than on average. In addition, there was a group characterized by relatively high skills and positive motivation (22%) and, in contrast, a group with low skills and negative motivation (21%). Also, an interesting pattern of low skills but positive motivation was extracted (12%). Validation of the profiles by means of ANOVAs showed that students who had positive math-related motivation, regardless of their math skills, displayed high valuing of both math and school in general. The findings indicate that skills and motivation – especially interest – do not always go hand in hand.
|Bidragets titel på inmatningsspråk||Profiles of mathematical skills and motivation among first grade students|
|Status||!!Accepted/In press - 21 maj 2021|