Self-concept and self-determination theory: math self-concept, motivation, and grades in elementary school children
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Early Child Development and Care, Jahrgang 188, Nr. 8, 03.08.2018, S. 1031-1044.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Self-concept and self-determination theory
T2 - math self-concept, motivation, and grades in elementary school children
AU - Lohbeck, Annette
PY - 2018/8/3
Y1 - 2018/8/3
N2 - Based upon self-concept and self-determination theory, the present study aimed to examine the measurement separability of young children’s math self-concept (MSC) and six specific types of motivation, namely, intrinsic motivation (INTR), integrated motivation (INTEG), identified motivation (IDENT), introjected motivation, extrinsic motivation (EXTR), and amotivation (AMOT). Moreover, the relations between these constructs and math grades (MGs) were explored. Participants were 397 elementary school children from Grade 4. Results provided support for the measurement separability of these six types of motivation, but not for a strong differentiation between these specific types of motivation and MSC. In addition, there were significantly positive relations of MSC, INTR, INTEG, IDENT, and MG, while significantly negative relations of MSC, EXTR, and AMOT appeared. Support for these relations was also evidenced by further regression analyses irrespective of the direction of the variables. The strongest relations were found for MSC and MGs.
AB - Based upon self-concept and self-determination theory, the present study aimed to examine the measurement separability of young children’s math self-concept (MSC) and six specific types of motivation, namely, intrinsic motivation (INTR), integrated motivation (INTEG), identified motivation (IDENT), introjected motivation, extrinsic motivation (EXTR), and amotivation (AMOT). Moreover, the relations between these constructs and math grades (MGs) were explored. Participants were 397 elementary school children from Grade 4. Results provided support for the measurement separability of these six types of motivation, but not for a strong differentiation between these specific types of motivation and MSC. In addition, there were significantly positive relations of MSC, INTR, INTEG, IDENT, and MG, while significantly negative relations of MSC, EXTR, and AMOT appeared. Support for these relations was also evidenced by further regression analyses irrespective of the direction of the variables. The strongest relations were found for MSC and MGs.
KW - education
KW - motivation
KW - Self-concept
KW - Psychology
KW - motivation
KW - Self-concept
KW - Educational science
KW - education
UR - http://www.scopus.com/inward/record.url?scp=84990878482&partnerID=8YFLogxK
U2 - 10.1080/03004430.2016.1241778
DO - 10.1080/03004430.2016.1241778
M3 - Journal articles
AN - SCOPUS:84990878482
VL - 188
SP - 1031
EP - 1044
JO - Early Child Development and Care
JF - Early Child Development and Care
SN - 0300-4430
IS - 8
ER -