Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China.
Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China.
J Youth Adolesc. 2024 Sep;53(9):2032-2044. doi: 10.1007/s10964-024-02002-w. Epub 2024 May 13.
Interest in socioeconomic differences in academic motivation has been longstanding. However, previous research has often treated both low- and high-SES students as homogenous groups. This study aims to address this gap by investigating the developmental trajectory profiles of mathematics motivation during early adolescence, with a focus on variations within and across SES groups. Multigroup latent class growth analysis was used on a sample of 3718 early adolescents in China (initial M was 9.40 ± 0.52 years; 48.0% girls) across 2 years from grades 4 through 6. The analysis identified three distinct self-determined mathematics motivation trajectory profiles within each SES group: a good-quality profile (i.e., initially high autonomous but low controlled), a high-quantity profile (i.e., initially high both autonomous and controlled), and a low-quantity profile (i.e., initially low both autonomous and controlled). A greater proportion of low-SES students were observed within the low-quantity profile than within the good-quality profile. The study found that the failure-is-enhancing view was a protective factor against two relatively maladaptive motivational trajectory profiles (i.e., high-quantity profile and low-quantity profile), irrespective of socioeconomic background. These findings emphasize the importance of implementing motivational interventions for early adolescents that consider both structural factors (e.g., socioeconomic backgrounds) and psychological factors (e.g., failure beliefs), to foster students' academic development.
人们长期以来一直关注学术动机方面的社会经济差异。然而，先前的研究往往将低 SES 和高 SES 学生视为同质群体。本研究旨在通过调查青少年早期数学动机的发展轨迹特征，来解决这一差距，重点关注 SES 群体内部和群体之间的差异。使用多组潜在类别增长分析对来自中国 4 至 6 年级的 3718 名青少年（初始 M 为 9.40±0.52 岁；48.0%为女生）进行了为期 2 年的研究。分析在每个 SES 群体内确定了三种不同的自我决定数学动机轨迹特征：高质量特征（即最初自主但控制较低）、高数量特征（即最初自主和控制都较高）和低数量特征（即最初自主和控制都较低）。与高质量特征相比，低 SES 学生中更多的人表现出低数量特征。研究发现，失败增强观是预防两种相对适应不良的动机轨迹特征（即高数量特征和低数量特征）的保护因素，而与社会经济背景无关。这些发现强调了为青少年实施考虑到结构因素（如社会经济背景）和心理因素（如失败信念）的动机干预措施的重要性，以促进学生的学业发展。
