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13-05-2024 | Empirical Research

Differences in the Development of Mathematics Motivation within and across Socioeconomic Status: Do Early Adolescents’ Failure Beliefs Matter?

Auteurs: Baoxu Zhao, Cai Qi, Yifang Wu, Xiaolin Guo, Chunhui Liu, Liang Luo

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 9/2024

Abstract

Interest in socioeconomic differences in academic motivation has been longstanding. However, previous research has often treated both low- and high-SES students as homogenous groups. This study aims to address this gap by investigating the developmental trajectory profiles of mathematics motivation during early adolescence, with a focus on variations within and across SES groups. Multigroup latent class growth analysis was used on a sample of 3718 early adolescents in China (initial M_age was 9.40 ± 0.52 years; 48.0% girls) across 2 years from grades 4 through 6. The analysis identified three distinct self-determined mathematics motivation trajectory profiles within each SES group: a good-quality profile (i.e., initially high autonomous but low controlled), a high-quantity profile (i.e., initially high both autonomous and controlled), and a low-quantity profile (i.e., initially low both autonomous and controlled). A greater proportion of low-SES students were observed within the low-quantity profile than within the good-quality profile. The study found that the failure-is-enhancing view was a protective factor against two relatively maladaptive motivational trajectory profiles (i.e., high-quantity profile and low-quantity profile), irrespective of socioeconomic background. These findings emphasize the importance of implementing motivational interventions for early adolescents that consider both structural factors (e.g., socioeconomic backgrounds) and psychological factors (e.g., failure beliefs), to foster students’ academic development.

vorige artikel Approaching Temporal Dynamics in the Dimension-Level Associations Between Career Adaptability/Ambivalence and Internalizing Symptoms Among Chinese Adolescents Throughout Their High Middle School Years

volgende artikel An Intersectional Exploration of Outness, Encountered Discrimination and Violence, and Non-Suicidal Self-Injury among Asexual Youth across Gender Identities

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Researchers pointed out that it is hard for students to differentiate integrated regulation from identified regulation on self-report scales (Vallerand et al., 1992), and students at the early adolescent may not develop integrated regulation (Guay et al., 2010). For this reason, measures of academic motivation in some previous studies did not include this form of motivation (Taylor et al., 2014), which is why the current study did not assess integrated regulation. In addition, to reduce the number of items to which young children have to respond, researcher has created the construct of controlled regulation (Guay et al., 2010), which is the joint construct of introjected and external regulation.

A robustness check was conducted by categorizing low and high SES using the 33rd percentile as a cutoff. It’s acknowledged that using 1 standard deviation above or below the mean may capture students who are relatively more affluent or disadvantaged compared to the mean, so that only results derived from this method were reported in the current study. Findings based on the 33rd percentile can be found in Appendix S4.

The nomenclature for trajectory profiles obtained from the LCGA may be established either by considering the initial levels of the profiles or by focusing on the trajectory pattern. Given that the current study employed multigroup LCGA with a known class variable (i.e., high- vs. low-SES), the current study named the motivational trajectory profiles based on their initial levels (intercepts) of motivational regulations. This approach facilitates a meaningful comparison of trajectory patterns between the two SES groups.

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Titel: Differences in the Development of Mathematics Motivation within and across Socioeconomic Status: Do Early Adolescents’ Failure Beliefs Matter?
Auteurs: Baoxu Zhao
Cai Qi
Yifang Wu
Xiaolin Guo
Chunhui Liu
Liang Luo
Publicatiedatum: 13-05-2024
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 9/2024
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-024-02002-w

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Differences in the Development of Mathematics Motivation within and across Socioeconomic Status: Do Early Adolescents’ Failure Beliefs Matter?

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Andere artikelen Uitgave 9/2024

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Does Employment Status Matter for Emerging Adult Identity Development and Life Satisfaction? A Two-wave Longitudinal Study

Does Parasympathetic Nervous System Activity Exacerbate Depressive Symptoms in College Students Who Experienced Parent–Child Separation? A Longitudinal Examination

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