Journal Article

Am I a math person? Linking math identity with students’ motivation for mathematics and achievement

Schukajlow, Stanislaw, Krstić, Ksenija, Baucal, Aleksandar, Mićić, Katarina, Blažanin, Barbara, Radišić, Jelena, Peixoto, Francisco

2024

Overview

Based on the expectancy-value perspective on identity and identity formation, this paper explores the relationship between math identity (MI) and the dimensions of motivation (i.e. intrinsic value, attainment value, utility value and perceived competence) and math achievement in primary school. An additional aim of our research was to explore these relationships in different cultural contexts and investigate potential gender and grade differences concerning MI. The participants were 11,782 primary school students from Norway, Sweden, Estonia, Finland, Portugal and Serbia. All predictors from the motivation spectrum were significant for students’ MI across the examined countries and had a stronger association with MI than math achievement. Among the motivational dimensions, intrinsic value had the strongest association with students’ MI. Boys had significantly more positive math identities than girls in Estonia, Finland, Norway and Portugal. The results showed that the grade 4 students perceived themselves less as “math persons” than their grade 3 peers in all countries.

• Publisher: Springer Netherlands,Springer Nature B.V
• Subject: Children & youth / Education / Educational Psychology / Elementary education / Elementary School Students / Females / Gender differences / Gender identity / Grade 4 / Grade 5 / High School Students / Identity formation / Mathematics Achievement / Mathematics education / Mathematics teachers / Motivation / Pedagogic Psychology / Primary Education / Secondary school students / Secondary schools / STEM education / Students / Success / Teaching Methods