Primary and secondary school students’ motivation and achievement in math and Slovene language Cirila Peklaj and Melita Puklek Levpušček Department of.

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Primary and secondary school students’ motivation and achievement in math and Slovene language Cirila Peklaj and Melita Puklek Levpušček Department of Psychology Faculty of Arts, University of Ljubljana

Why should I learn?

Theoretical background Socio-cognitive perspective on academic motivation 1. Course specific motivational variables: Mastery goals, performance-approach goals and performance- avoidance goals (achievement goal theory) Self-efficacy 2. General motivational variables: Skepticism about the relevance of school Self-handicapping strategies.

Purposes of the study  to find out the differences between primary and secondary school students in general and course-specific motivational beliefs, avoidance behaviours and achievement (final grades in math and Slovene language)  to find out the relations between general and course-specific motivational beliefs, avoidance behaviours and achievement,  to find out which general and course-specific motivational variables are best predictors of students’ achievement.

Method Participants 470 Grade 7 (231 boys and 239 girls), primary school students,12.8 years (SD = 3.9 months); 437 Grade 3 (176 boys and 261 girls) secondary school students, 17.8 years (SD = 4.7 months)..

Method Measures Six subscales of the Patterns of Adaptive Learning Scales (PALS; Midgley et al., 2000), two general measures and four course-specific measures; 5-point Likert scale (1 - not at all true for me to 5 - very true for me):  General academic beliefs and strategies: self-handicapping and skepticism,  Course-specific motivation in math and Slovene language: mastery, performance-approach, performance-avoidance goal orientations, self-efficacy.

Results Differences between primary and secondary school VariablesMathSlovene language Self-handicapping *** Skepticism Mastery *** Performance- approach *** Performance-avoidance *** Self-efficacy *** Final grade *** Motivational dimensions, achievement: primary school > secondary school Self-handicapping: primary school < secondary school

School-related beliefs and strategies Achievement Math Achievement Slovene language Skepticism about relevance of school -.19*** (-.26***) -.30*** (-.24***) Self-handicapping-.31*** (-.29***) -.25*** (-.26***) Course-specific motivational dimensions Mastery.20*** (.56***).08 (.41***) Performance- approach.03 (.28***) -.16*** (.16***) Performance- avoidance.03 (.25***) -.13** (.11*) Self-efficacy.39*** (.40***).29*** (.33***) Results Correlations between motivational variables and achievement

Results Students’ motivational variables as predictors of achievement in math Final grade in primary school Final grade in secondary school Predictors β∆R² β Step1: School- related beliefs and strategies Self-handicapping-.19***-.23*** Skepticism-.10*.07***-.18***.11*** Step 2: Motivational dimensions Mastery-07.39*** Performance- approach Performance- avoidance Self-efficacy.42***.14***.17***.25*** R².20.36

Final grade in primary school Final grade in secondary school Predictors β∆ R² β Step1: School- related beliefs and strategies Self-handicapping-.23***-.21*** Skepticism-.14**.11***-.18***.10*** Step 2: Motivational dimensions Mastery-.17**.24*** Performance- approach * Performance- avoidance -.13*-.14 Self-efficacy.35***.10***.19***.14*** R² Results Students’ motivational variables as predictors of achievement in Slovene language

Conclusions Further extention of stage-environment fit theory to the transition from upper primary school to secondary school. Mastery goal orientation and self-efficacy are positively related to achievement at both school levels and subjects. Skepticism and self-handicapping are negatively related to achievement at both school levels and subjects. General and course-specific motivational beliefs and behaviours independently predict final achievement in both subjects, even after control for the previous achievement. Self-efficacy in primary school and personal mastery goals in secondary school are best independent predictors of achievement.