TY - JOUR
T1 - Affect, Motivation, and Engagement in the Context of Mathematics Education
T2 - Testing a Dynamic Model of Their Interactive Relationships1
AU - Hu, Shanshan
AU - Ma, Xin
N1 - Publisher Copyright:
© 2022 The Governors of the University of Alberta.
PY - 2022
Y1 - 2022
N2 - The present analysis aimed to test the dynamic (interactive) model of affect, motivation, and engagement (Linnenbrink, 2007) in mathematics education with a nationally representative sample. Self-efficacy, self-concept, and mathematics anxiety were indicators of pleasant and unpleasant affect. Intrinsic and extrinsic motivation were indicators of mastery and performance approach. Educational persistence and cognitive activation were indicators of behavioral and cognitive engagement. The 2012 Programme for International Student Assessment (PISA) supplied a sample of 4,978 students from the United States for structural equation modeling. The results indicated that the PISA data overall supported the dynamic model. Specifically, the PISA data completely supported the specification of the relationship between motivation and affect, largely supported the specification of the relationship between affect and engagement, but failed to support the specification of the relationship between motivation and engagement. The PISA data largely supported the specification of the mediation effects of affect on the relationship between motivation and engagement.
AB - The present analysis aimed to test the dynamic (interactive) model of affect, motivation, and engagement (Linnenbrink, 2007) in mathematics education with a nationally representative sample. Self-efficacy, self-concept, and mathematics anxiety were indicators of pleasant and unpleasant affect. Intrinsic and extrinsic motivation were indicators of mastery and performance approach. Educational persistence and cognitive activation were indicators of behavioral and cognitive engagement. The 2012 Programme for International Student Assessment (PISA) supplied a sample of 4,978 students from the United States for structural equation modeling. The results indicated that the PISA data overall supported the dynamic model. Specifically, the PISA data completely supported the specification of the relationship between motivation and affect, largely supported the specification of the relationship between affect and engagement, but failed to support the specification of the relationship between motivation and engagement. The PISA data largely supported the specification of the mediation effects of affect on the relationship between motivation and engagement.
UR - https://www.scopus.com/pages/publications/85179499699
UR - https://www.scopus.com/pages/publications/85179499699#tab=citedBy
U2 - 10.11575/ajer.v68i3.72509
DO - 10.11575/ajer.v68i3.72509
M3 - Article
AN - SCOPUS:85179499699
SN - 0002-4805
VL - 68
SP - 372
EP - 395
JO - Alberta Journal of Educational Research
JF - Alberta Journal of Educational Research
IS - 3
ER -