Department of Education and Human Services, Lehigh University.
Sch Psychol. 2021 May;36(3):181-189. doi: 10.1037/spq0000431.
Student motivation predicts academic achievement, engagement, and related academic behaviors. Yet in spite of the importance of motivation for academic success, few studies have examined the school and national-level contextual characteristics associated with motivation. The present study uses hierarchical linear modeling to analyze a large international dataset of eighth grade students in 40 countries to assess the extent to which math motivation varies by individual, school, and country-level factors. Findings indicate that contextual variables predict student interest, self-efficacy, and utility value related to math. Student perceptions of school climate emerged as a strong and consistent predictor of math motivation, above and beyond demographics and achievement. The current study identifies characteristics of students at risk for poor motivation and emphasizes the need for school climate intervention. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
学生的学习动机可以预测其学业成绩、参与度和相关的学业行为。尽管学习动机对学业成功至关重要，但很少有研究探讨与动机相关的学校和国家层面的背景特征。本研究使用层次线性模型，分析了来自 40 个国家的 4000 多名八年级学生的大型国际数据集，以评估个体、学校和国家层面的因素对数学动机的影响程度。研究结果表明，背景变量可以预测学生对数学的兴趣、自我效能感和实用价值。学生对学校氛围的感知是数学学习动机的一个强有力且一致的预测因素，超越了人口统计学和成绩等因素。本研究确定了那些可能动机不足的学生的特征，并强调了学校氛围干预的必要性。
