|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|364546||621074||2015||9 صفحه PDF||سفارش دهید||دانلود رایگان|
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• Primary school students with better previous skills are more interested in math.
• Students with better skills feel less afraid of making mistakes.
• Lower performance-avoidance goals are associated with liking math more.
• Relations among interest, goals, and skills are stronger for low-ability students.
This study examined the longitudinal relations among math-related interest, performance goals, and math skills in different ability groups. The participants were 790 Estonian children who were assessed at Grade 2 and Grade 3. The results of SEM analysis showed that previous math skills predicted positively math interest and negatively performance-avoidance goals at Grade 3. Also, Grade 2 performance-avoidance goals were negatively related to subsequent interest towards math. Comparing low-ability students with other students indicated that Grade 3 interest was positively predicted by previous skills, and negatively by performance-approach and -avoidance goals specifically in low-ability group. The results have a practical value, emphasizing the crucial role of math-related skills and goals in the development of young students' interest and goals in math and indicating that relations among interest, goals, and skills in math may be stronger for low-ability students.
Journal: Learning and Individual Differences - Volume 39, April 2015, Pages 105–113