International comparative study of motivation: a commentary-Reference-Cited by-同舟云学术

International comparative study of motivation: a commentary

Published:2024-03-06 Issue:2 Volume:39 Page:1661-1666
ISSN:0256-2928
Container-title:European Journal of Psychology of Education
language:en
Short-container-title:Eur J Psychol Educ

Author:

Eccles Jacquelynne S.^ORCID

Abstract

AbstractIn this commentary, I focus on an international, collaborative, longitudinal study of the development of elementary school students’ math motivation and performance across six countries: Norway, Sweden, Finland, Estonia, Portugal, and Serbia. The investigators designed motivational questionnaires to assess student motivational beliefs defined quite broadly, teacher and student questionnaires to assess teacher beliefs and practices, and family questionnaires to assess parents’ beliefs and practices as well as perceptions of their children and then tested to reliability and validity of these measures across all six countries so that they could investigate both development within countries and generalizability across countries. I focus my comparative comments on the following themes that cut across the various studies: the gender, national and SES differences, the impact of teacher beliefs and practices, the impact of parents, and the testing hypotheses derived from various social cognitive motivational systems.

Funder

Norges Forskningsråd

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s10212-024-00820-x.pdf

Reference6 articles.

1. Haataja, E.S.H., Niemivirta, M., Holm, M.E., Ilomäki, P., & Laine, A. (this issue). Students’ socioeconomic status and teacher beliefs about learning as predictors of students’ mathematical competence.

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3. Peixoto, P., Mata, L., Campos, M., Radišić, J., & Niemivirta, M. (this issue). ‘Am I to blame because my child is not motivated to do math?’: relationships between parents’ attitudes, beliefs and practices towards mathematics and students’ mathematics motivation and achievement.

4. Radišić, J., Buchholtz, N., Yang Hansen, K., Liu, X., & Kaarstein, H. (this issue). Do teachers’ beliefs about the nature and the learning of mathematics affect student motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries.

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