Motivational beliefs and cognitive processes in mathematics achievement, analyzed in the context of cultural differences: a Korean elementary school example |
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Authors: | Daeryong Seo Husein Taherbhai |
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Institution: | (1) Psychometric and Research Services, Pearson, 19500 Bulverde Road, San Antonio, TX 78259, USA |
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Abstract: | The relations among students’ motivational beliefs, cognitive processes, and academic achievement were investigated. A 51-item
questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school
mathematics classrooms. Results indicated that, in general, students’ cognitive processes related closely to competence beliefs,
task values, and achievement goals, and more importantly their success or failure in mathematics achievement was closely linked
to competence beliefs, performance-avoidance goals, and persistence strategies. Positive evidence of performance-approach
goals was observed in math learning relative to task goals. As expected, performance-avoidance goals turned out to be detrimental
to students’ math learning. These findings are generally congruent with the motivational theories and support the position
that students should be encouraged to adopt task goals and actively involve themselves in math class activities. However,
it also behooves us to recognize the potential benefits of performance-approach goals in different cultural contexts, such
as the Korean elementary school math classrooms. |
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Keywords: | Motivational beliefs Cognitive processes Mathematics achievement |
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