The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement
Abstract
The purpose of the present study was to examine the effects of 3 school-related constructs—motivation, attitude, and academic engagement—on 8th-grade students' achievement in mathematics and science. Although cognitive abilities of the students and their home backgrounds are important predictors of achievement, in recent years affective variables have emerged as salient factors affecting success and persistence in mathematics and science subject areas. The authors used the nationally representative sample of 8th graders drawn from the National Education Longitudinal Study 1988. They used structural equation models to estimate and test the hypothesized relationships of 2 motivation factors, 1 attitude factor, and 1 academic engagement factor, on achievement in mathematics and science. Results supported the positive effects of the 2 motivation factors, attitude and academic time on mathematics and science achievement. The strongest effects were those of academic time spent on homework.
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Citations
Cites
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991) · Journal of Educational Psychology · doi:10.1037/0022-0663.83.4.508 · Cited by 1,186
An Exploration of the Mathematics Self-Efficacy/Mathematics Performance Correspondence
Hackett, G., & Betz, N. E. (1989) · Journal for Research in Mathematics Education · doi:10.2307/749515 · Cited by 803
Cited by
Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review
Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006) · The Journal of Educational Research · doi:10.3200/joer.99.6.323-338 · Cited by 6,937
Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003
Cooper, H., Robinson, J. C., & Patall, E. A. (2006) · Review of Educational Research · doi:10.3102/00346543076001001 · Cited by 1,230
Wang, X. (2013) · American Educational Research Journal · doi:10.3102/0002831213488622 · Cited by 896
Singer, S., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 835
Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research
Greene, B. A. (2015) · Educational Psychologist · doi:10.1080/00461520.2014.989230 · Cited by 438
Metadata
- Authors
- Singh, K., Granville, M., & Dika, S.
- Venue
- The Journal of Educational Research
- Publisher
- Informa UK Limited
- Published
- 2002-07
- Volume
- 95
- Issue
- 6
- Pages
- 323-332
- ISSN
- 0022-0671 (ISSN-L)
- 1940-0675
- OpenAlex
- W2089382928
- Cited by
- 941
- References
- 4
- FWCI
- 9.08
- Type
- journal article
- Language
- en
- Open access
- closed
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- Singh, K., Granville, M., & Dika, S. (2002). Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement. The Journal of Educational Research. https://doi.org/10.1080/00220670209596607
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
