TY - JOUR AU - Girnat, Boris AU - Hagenauer, Gerda AU - Hascher, Tina PY - 2020/10/14 Y2 - 2024/03/29 TI - The relationship between student motivation and mathematics achievement in the Assessment of Basic Competencies (ÜGK) 2016 JF - Swiss Journal of Educational Research JA - SJER VL - 42 IS - 2 SE - Thematic contribution DO - 10.24452/sjer.42.2.7 UR - https://sjer.ch/article/view/5539 SP - 414-438 AB - <p>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.</p> ER -