01847nam a22002537a 4500 OSt 20241015090723.0 241015b |||||||| |||| 00| 0 eng d 0022-0671 DSSC Per/510/G372/2016 Gilbert, Melissa C. 11564 The Journal of Educational Research 11399 Relating aspects of motivation to facets of mathematical competence varying in cognition demand by Melissa C. Gilbert 647-657 text unmediated volume 109(6) 0022-0671 The 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. Mathematics. 6644 Mathematics--study and teaching 11288 ddc PINDEX 8309 8309 0 0 ddc 0 0 SPMT-CAS SPMT-CAS 2024-10-15 0 Per/510/G372/2016 2024-10-15 00:00:00 2024-10-15 PINDEX