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dc.contributor.creatorLeavy, Aisling
dc.contributor.creatorMiddleton, James A.
dc.contributor.creatorLeader, Lars
dc.date.accessioned2018-10-01T14:36:10Z
dc.date.available2018-10-01T14:36:10Z
dc.date.issued2013
dc.identifier.citationJames A. Middleton, Aisling Leavy & Lars Leader (2013) A Path Analysis of the Relationship among Critical Motivational Variables and Achievement in Reform-Oriented Mathematics Curriculum, RMLE Online, 36:8, 1-10, DOI: 10.1080/19404476.2013.11462101en_US
dc.identifier.urihttp://hdl.handle.net/10395/2218
dc.descriptionA path analysis of the relationship among critical motivational variables and achievement in reform-oriented mathematics curriculumen_US
dc.description.abstractThis study investigated the relationship among critical motivational variables and mathematics achievement as middle grades students engaged in a reform-oriented curriculum, Mathematics in Context. We tested 327 students in fifth, sixth, and seventh grade before and after two years of implementation. We performed a path analysis with subscales representing latent motivational variables and with achievement on the Iowa Test of Basic Skills as the outcome variable. The variables stimulation and control interacted to produce task interest, which, in turn, contributed to achievement gains. Effort was a byproduct of the stimulation afforded by the mathematical tasks. Attributions of success and failure were outcomes of interest. Utility mediated the effort on tasks and the attributions the tasks engendered. Results show that, with curriculum designed to emphasize utility and interest, students forged a high degree of motivation. Also, their achievement increased dramatically, in part, as a function of this increase in motivation.en_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofseries36;8
dc.rights.urihttps://www.tandfonline.com/doi/pdf/10.1080/19404476.2013.11462101?needAccess=trueen_US
dc.subjectPath analysisen_US
dc.subjectRelationshipen_US
dc.subjectCritical Motivational Variablesen_US
dc.subjectAchievementen_US
dc.subjectReform-Oriented Mathematicsen_US
dc.subjectCurriculumen_US
dc.titleA path analysis of the relationship among critical motivational variables and achievement in reform-oriented mathematics curriculumen_US
dc.typeArticleen_US
dc.type.supercollectionall_mic_researchen_US
dc.type.supercollectionmic_published_revieweden_US
dc.description.versionYesen_US
dc.identifier.doi10.1080/19404476.2013.11462101


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