01765nam a22002297a 4500003000400000005001700004008004100021022001400062040000900076082002200085100002400107130004000131245012400171300001200295336001000307337001600317338001200333440002200345500111500367650001701482650003601499OSt20241015090723.0241015b        |||||||| |||| 00| 0 eng d  a0022-0671  cDSSC  aPer/510/G372/2016  aGilbert, Melissa C.  aThe Journal of Educational Research  aRelating aspects of motivation to facets of mathematical competence varying in cognition demand cby Melissa C. Gilbert  a647-657  atext   aunmediated   avolume   v109(6)x0022-0671  aThe author investigated the relationship between aspects of student motivation and performance on mathematical tasks varying in cognitive demand relevant to meeting the expectations of the Common Core State Standards for Mathematics (CCSS-M). A sample of 479 primarily Latino middle school students completed established survey measures of motivation and a constructed response assessment of two facets of mathematical competence. The assessment measured students' progress toward performing a procedure and demonstrating understanding by providing a written critique of a peer's work, a more cognitively demanding facet. As predicted, higher interest and efficacy in mathematics, lower performance-avoidance goals, and fewer experiences of negative emotions related to performance levels for both facets, while utility and mastery-approach goals (i.e., focusing on understanding mathematics) related only to the more cognitively demanding facet. implications of these findings for preparing students to be successful mathematical learners, especially in the many states implementing the CCSS-M are discussed.  0aMathematics. 0aMathematics--study and teaching