Implicit Theories, Expectancies, and Values Predict Mathematics Motivation and Behavior across High School and
Heather A Priess-Groben1, Janet Shibley Hyde2
1Simpson College, Department of Psychology, 701 North C St, Indianola, IA, 50125, USA. heather.groben@simpson.edu.
Journal of Youth and Adolescence
|September 30, 2016
Summary
Adolescent math motivation decline is concerning. Math self-concept of ability, not implicit theories, predicts sustained college math engagement and course-taking, highlighting its critical role.
Area of Science:
- Educational Psychology
- Adolescent Development
- Mathematics Education
Background:
- Adolescent mathematics motivation often declines, limiting future academic and career paths.
- Implicit theories (incremental/entity) and expectancy-value theory are key frameworks for understanding motivation.
- Predicting sustained engagement in college mathematics is crucial for student success.
Purpose of the Study:
- To identify predictors of declining mathematics motivation in adolescents.
- To examine if implicit theories predict college mathematics course-taking and utility value.
- To integrate implicit theory with expectancy-value variables to understand college math outcomes.
Main Methods:
- Longitudinal study of 165 American high school students.
- Assessed implicit theories and expectancy-value variables in ninth grade.
- Tracked college mathematics course-taking, intentions, and utility value.
Main Results:
- Implicit theories predicted intentions and utility value.
- Self-concept of ability predicted course-taking, intentions, and utility value, controlling for prior achievement.
- Expectancy for success mediated the link between self-concept and college outcomes.
Conclusions:
- Mathematics self-concept of ability is a stronger predictor of sustained engagement than implicit theories.
- Self-concept of ability is critical for adolescents' continued participation in mathematics.
- Interventions should focus on bolstering math self-concept to improve long-term outcomes.
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