A multidimensional analysis of changes in mathematics motivation and engagement during high school

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Student Motivation and Learning in Mathematics and Science: A Cluster Analysis (2016, background): “With recent research on adolescents’ declining motivation in learning mathematics and science over time (Plenty & Heubeck, 2013; Vedder‐Weiss & Fortus, 2012), it has been challenging for teachers to maintain greater student interest and achievement in these two subjects.”
Real-time motivation and engagement during a month at school: Every moment of every day for every student matters (2015, background): “…MES-HS is an 11-factor instrument that assesses motivation in terms of adaptive motivation, adaptive engagement, maladaptive motivation, and maladaptive engagement (for reliability and validity, see Green, Martin, & Marsh, 2007; Liem & Martin, 2012; Plenty & Heubeck, 2011, 2013; Nagabhushan, 2013).”
Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics (2018, unknown): “Regarding the observed gender di ﬀ erences (in particular, that females reported higher levels of mastery-approach goals and challenge seeking), these ﬁ ndings ﬁ t with recent studies showing females to report higher levels of intrinsic motivation (Bugler, McGeown, & St Clair-Thompson, 2015) and mas”