Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence

By A. E. Gottfried, George A. Marcoulides, A. Gottfried, Pamella H. Oliver, D. Guerin. 2007

237 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b37cf2275e527532d1b308300bf53247058e3153

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Allan Wigfield
2. Jacquelynne S. Eccles
3. Ellen A. Skinner
4. D. McCoach
5. J. Adelson
6. A. E. Gottfried
7. A. Gottfried
8. Pamella H. Oliver

In Social Psychology

1. Allan Wigfield
2. Ellen A. Skinner
3. Jacquelynne S. Eccles
4. D. McCoach
5. J. Adelson
6. J. Pitzer
7. A. Gottfried
8. A. E. Gottfried

Citations in the corpus

• Developmental relationships and school success: How teachers, parents, and friends affect educational outcomes and what actions students say matter most (2020, background): “This is problematic, because there is a large body of literature that links academic motivation to student success, be it grades, attendance, or sense of school belongingness, (e.g., Fredricks & Eccles, 2002; Gottfried et al., 2007).”
• Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, background): “…Gottfried, Fleming, & Gottfried, 2001 ) ; and children’s engagement in the early elementary school years is highly correlated with their engagement in middle school (e.g., Gottfried et al., 2007 ; Skinner et al., 1998 ) and high school (Gottfried et al., 2001 ; Marks, 2000 ; Otis et al., 2005 ) .”
• Development and Psychometric Properties of the Math and Me Survey (2011, result): “This provides further validity evidence, as it supports prior research that found children’s enjoyment of mathematics declines as they get older (Fredricks & Eccles, 2002; Gottfried et al., 2001; Gottfried et al., 2007; Jacobs et al., 2002; Middleton & Spanias, 1999).”
• Trajectories of change in students’ self-concepts of ability and values in math and college major choice (2015, background): “However, Gottfried et al. (2007) and Marcoulides et al. (2008), in their studies of students’ intrinsic motivation, found that the trajectory and steepness of declines differed across students, with high achievers declining less.”
• STEM Stereotypes and High School Students’ Math/Science Career Goals (2017, background): “Motivation in math and science has been shown to decrease from middle to high school, and unlike general academic motivation, remains lower over time (Gottfried et al., 2001; Gottfried et al., 2007).”
• The effects of an academic environment intervention on science identification among women in STEM (2013, background): “Additionally, several of these measures correlated with aspects of the participants’ intrinsic motivation in STEM fields, including enjoyment of their STEM courses, the value they saw in STEM courses, their perceived competence in STEM, and the pressure they felt in STEM classes, all of which are re”
• Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India (2011, background): “Intrinsically motivated students tend to have higher academic achievement (e.g., Areepattamannil and Freeman 2008; Areepattamannil et al. 2010; Gottfried et al. 2007 ), higher intellectual performance (e.g., Gottfried and Gottfried 1996, 2004), higher self-esteem (e.g., Deci and Ryan 1995), greater”