MOTIVATIONAL ORIENTATIONS AND MATHEMATICS ACHIEVEMENT. THE PSYCHOLOGICAL SENSE OF THE ANNOUNCED “BREAKTHROUGH IN EDUCATION”
Journal Title: Educational Psychology - Year 2014, Vol 47, Issue 5
Abstract
Significant importance of intrinsic motivation in the process of school learning has been presented in the empirical educational psychology on several occasions. The abovementioned thesis refers also – or even most importantly – to math learning, considered in worldwide literature as “a special case of motivation” (Gottfried et al., 2001). Implementing mathematics as obligatory subject on matriculation exam and placing it on the list of “ordered faculties” confirm particular status of this subject also in Poland. Recently published (December 2013) results of Polish lower secondary students obtained in mathematical part of The Programme for International Student Assessment has been sufficient to official announcement of “breakthrough in math teaching” (Federowicz, 2013, p. 4). In the article it has been assumed that high correlation between school performance and intrinsic motivation, specific to lower secondary educational level will denote such breakthrough. Research results do not confirm the assumption made above. On the other hand, they reveal the particular relation between grades and both extrinsic motivation and its component: goal clarity. Key words: motivational orientations, math achievements, the lower secondary school
Authors and Affiliations
Dorota TURSKA, Magda MROZIK
Keywords
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