Predictors of instrumental motivation for mathematics in PISA 2012. The role of gender, self-concept, helplessness, negative emotions, worries and intrinsic motivation
Magdalena Jabłońska , Sylwia Bedyńska , Łukasz Gradowski , Grzegorz Sędek
AbstractThe aim of our study was to define predictors of instrumental motivation for mathematics. In our research, we used the data on the Polish sample of the Programme for International Student Assessment (PISA) from 2012. We hypothesized that motivation to engage in mathematics at later stages of education and in professional career, called “instrumental motivation” in the project, can be predicted based on gender, mathematics self-concept, intrinsic motivation, as well as worries about coping with mathematics and negative emotions. Using structural equation modelling, with gender and mathematics self-concept as predictors, and negative emotions, intrinsic motivation and worries about one’s math skills as mediators, we showed that helplessness in mathematics, indirectly determined by gender and mathematics self-concept, has an indirect effect on instrumental motivation, only through higher worries about one’s math abilities. Instrumental motivation turned out to be also strongly related to intrinsic motivation, which in turn is linked to a positive mathematics self-concept.
|Other language title versions||Predyktory motywacji instrumentalnej na matematyce w badaniu PISA 2012. Rola płci, obrazu siebie, bezradności, emocji negatywnych i obaw oraz motywacji wewnętrznej|
|Journal series||Studia Psychologiczne, [Psychological Studies], ISSN 0081-685X, e-ISSN 2300-8520, [2300-8520], (B 10 pkt)|
|Publication size in sheets||0.5|
|Keywords in English||gender, mathematics, intrinsic motivation, learnt helplessness, instrumental motivation|
|Language||en angielski , pl polski|
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