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Eighth Grade Algebra Course Placement and Student Motivation for Mathematics
Rahila M Simzar1, Thurston Domina2, Cathy Tran3
1School of Education, 3200 Education, University of California, Irvine, CA 92697-5500.
AERA Open
|March 5, 2016
Summary
Eighth grade Algebra placement can boost motivation for high-achieving students but may decrease motivation for average- and low-performing students, impacting their academic self-efficacy and task value.
Area of Science:
- Educational Psychology
- Mathematics Education
Background:
- Student motivation is crucial for academic success in mathematics.
- Algebra placement in early secondary education can influence students' attitudes towards math.
Purpose of the Study:
- To investigate the impact of Algebra I placement on the motivational changes of eighth-grade students.
- To compare motivational trajectories of students placed in Algebra versus lower-level math courses.
Main Methods:
- Analysis of student panel data from 3,306 eighth graders.
- Comparison of changes in achievement goals, academic self-efficacy, and task value.
- Examination of differential effects based on prior mathematics achievement.
Main Results:
- Students in Algebra showed increased performance-avoidance goals and decreased self-efficacy and task value.
- These negative effects were less pronounced in students with high prior math achievement.
- Previously high-achieving students reported increased performance-approach and mastery goals.
Conclusions:
- Eighth-grade Algebra placement may benefit the motivation of high-achieving students.
- Placing average- and low-performing students in Algebra may negatively impact their mathematics motivation.
- Educational interventions should consider prior achievement when determining Algebra placement to foster positive student motivation.
Keywords:
Algebra policyachievement goal theoryexpectancy-value theorymiddle school mathematicsmotivationMore Related Videos
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