The relationship between student motivation and mathematics achievement in the Assessment of Basic Competencies (ÜGK) 2016

  • Boris Girnat Universität Hildesheim
  • Gerda Hagenauer
  • Tina Hascher
Keywords: Mathematic achievement; motivation; self-concept; self-efficacy beliefs; expectancy-value-theory

Abstract

Based on the expectancy-value-theory (Eccles et al., 1983), we tested the relationship between motivation variables and mathematics achievement using ÜGK 2016 data of N = 11’131 students at the end of compulsory education. The results confirm the predictive power of learning goal-orientation, self-concept, and self-efficacy beliefs for explaining mathematics achievement. Gender-specific differences such as the pronounced lower mathematics self-concept of girls despite comparable achievement can be explained by a multi-dimensional assessment of mathematics self-efficacy beliefs as there are significant differences in applied mathematics but not in algebra.

Published
14-10-2020
How to Cite
Girnat, B., Hagenauer, G., & Hascher, T. (2020). The relationship between student motivation and mathematics achievement in the Assessment of Basic Competencies (ÜGK) 2016. Swiss Journal of Educational Research, 42(2), 414-438. https://doi.org/10.24452/sjer.42.2.7