6533b7d4fe1ef96bd12634e1
RESEARCH PRODUCT
Cross-lagged relations between math-related interest, performance goals and skills in groups of children with different general abilities
Marja-kristiina LerkkanenKatrin MägiAnna-liisa JõgiEve Kikassubject
Social PsychologyGeneral abilitySem analysisEducationDevelopmental psychologyPrimary gradesMath skillsCross laggedPerformance goalsDevelopmental and Educational PsychologyInterestta516Math skillsPsychologyValue (mathematics)description
Abstract This study examined the longitudinal relations among math-related interest, performance goals, and math skills in different ability groups. The participants were 790 Estonian children who were assessed at Grade 2 and Grade 3. The results of SEM analysis showed that previous math skills predicted positively math interest and negatively performance-avoidance goals at Grade 3. Also, Grade 2 performance-avoidance goals were negatively related to subsequent interest towards math. Comparing low-ability students with other students indicated that Grade 3 interest was positively predicted by previous skills, and negatively by performance-approach and -avoidance goals specifically in low-ability group. The results have a practical value, emphasizing the crucial role of math-related skills and goals in the development of young students' interest and goals in math and indicating that relations among interest, goals, and skills in math may be stronger for low-ability students.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2015-04-01 | Learning and Individual Differences |