Changes in high‐school students' competence beliefs, utility value and achievement goals in mathematics
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
BACKGROUND: Many studies have revealed that there is a significant decrease over time in high-school students' attitudes towards mathematics learning. Some authors conclude that motivation in mathematics stabilizes or improves around grade 9; others propose that the decline is continuous. It is unclear if girls or boys are more affected by this phenomenon. AIMS: The present study aims to further examine changes in competence beliefs, utility value and achievement goals in mathematics during high school, taking gender and period of the academic year into account. SAMPLE: 1,130 participants from 18 secondary schools, distributed in two cohorts (grades 7 and 9). METHOD: Attitudinal scales designed to measure competence beliefs, utility value and achievement goals in mathematics were administered at the beginning and end of three academic years in a longitudinal cohort-sequential research design using two sequential cohorts. Hierarchical linear modelling was used to analyse the data. RESULTS: Results showed an ongoing reduction of most of the variables measured. This was the case for both cohorts and genders. However, boys were more affected than girls. Furthermore, for all variables, motivation tended to be lower at the end of the academic year than at the beginning. CONCLUSIONS: Our results support the hypothesis of a regular decline of motivation in mathematics during high school, accentuated between grades 9 and 11. Moreover, our results illustrate gender convergence in mathematics rather than gender differentiation. Finally, the gradual drop in motivation in mathematics appears to be a two-step phenomenon: a decrease between and within grade levels.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it