Predicting Long-Term Growth in Students’ Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies (2012)
Child Development - Murayama, Pekrun, Litchtenfiel, and vom Hofe
This research examined how motivation, cognitive learning strategies, and intelligence jointly predict long-term growth in students’ mathematics achievement over 5 years.
Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents’ development of mathematical competencies.
The analysis of more than 3,500 German children found those who started out solidly in the middle of the pack in 5th grade could jump to the 63rd percentile by 8th grade if they were very motivated and used effective learning strategies.
These findings link well to our thoughts on the mathematical journey – that numeracy is not something that you either can or cannot do. It can be challenging and you need to persist to make progress. With hard work everyone can meet the challenges that are part of learning maths; and to do this you need to believe it is possible and important to achieve.
This is also why attitudes are very important, otherwise an ‘I can’t do maths’ attitude can become a self-fulfilling prophesy.Back to resources
- Evidence Spotlight 1
- 2011 Skills for Life Survey
- Tackling the challenge of low numeracy skills in young people and adults: OFSTED April 2011
- Why maths really matters at work
- Facing up to maths? (2012)
- Family Learning Works (2013)
- ‘Count me in’ Improving Numeracy in England. A Guide for Charities and Funders (2010) New Philanthropy Capital
- Better Maths Better Future Videos - Week 1 & 2
- NIACE Report on adults learning maths (2012)
- What do ‘levels’ mean in assessing adults’ numeracy skills?