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Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices.
Eric M. Anderman1, Jacquelynne S. Eccles, Kwang S. Yoon
1The University of Kentucky
Contemporary Educational Psychology
|February 13, 2001
Summary
Student achievement values in math and reading decline in classrooms using performance-oriented teaching. Positive changes link to self-concept and prior achievement, unaffected by gender.
Area of Science:
- Educational Psychology
- Developmental Psychology
Background:
- Student achievement values are crucial for academic engagement.
- Understanding factors influencing these values is essential for educational interventions.
Purpose of the Study:
- To examine changes in students' achievement values in mathematics and reading.
- To investigate the influence of student-level factors (self-concept, prior achievement) and classroom-level factors (instructional practices) on these changes.
Main Methods:
- Utilized hierarchical linear modeling (HLM) to analyze student and classroom effects.
- Examined data from a sample of children and early adolescents.
- Included measures of teachers' mastery- and performance-oriented instructional practices.
Main Results:
- Positive changes in achievement values were associated with higher self-concept of ability and previous year's achievement values in both subjects.
- Students in classrooms with performance-oriented instructional practices showed decrements in achievement values.
- Gender was not found to be related to changes in achievement values.
Conclusions:
- Performance-oriented instructional practices may negatively impact students' achievement values.
- Fostering self-concept of ability and building on prior academic success are important for maintaining student achievement values.