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Abstract
This study of 1,601 students in the middle years of schooling (Grades 5-8, each student measured twice, 1 year apart) from 200 classrooms in 44 schools sought to identify factors explaining gains and declines in mathematics engagement at key transition points. In multilevel regression modeling, findings showed that compared with Grade 6 students (upper elementary; the reference category), students in Grades 7 (typically the first secondary school year) and 8 have significantly declined in mathematics engagement from their previous year. Notably, in further analyses, these declines were found to be related to student (particularly mathematics self-efficacy and valuing), home (parent valuing of mathematics and availability of a computer for mathematics), classroom (class-average achievement and perceived climate), and school (socio-economic status and ethnic composition) factors. Implications for research and practice are discussed.
Keywords mathematics, engagement, transition, elementary school, secondary school
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Author Biographies
Andrew J. Martin is a professor of educational psychology in the School of Education at the University of New South Wales. His research interests are student motivation, engagement, achievement, and quantitative methods.
Jennifer Way is a senior lecturer in the Faculty of Education and Social Work at the University of Sydney. She researches effective pedagogies for mathematics education, with particular interests in educational technologies and the role of motivation and engagement in student learning.
Janette Bobis is an associate professor in mathematics education in the Faculty of Education and Social Work at the University of Sydney. Her teaching, research, and publications focus on teacher learning in mathematics education and student learning in mathematics.
Judy Anderson is an associate professor in mathematics education and an associate dean of learning and teaching in the Faculty of Education and Social Work at the University of Sydney. She conducts research into in-service and pre-service teachers’ beliefs and practices with a particular focus on problem solving.
