Title: Exploring Predictors of Achievement-Goal Profile Stability during Mathematics Learning in an Intelligent Tutoring System
Using archived student data for middle and high school students’ mathematics-focused intelligent tutoring system (ITS) learning collected across a school year, this study explores situational, achievement-goal latent profile membership and the stability of these profiles with respect to student demographics and dispositional achievement goal scores. Over 65% of students changed situational profile membership at some time during the school year. Start-of-year dispositional motivation scores were not related to whether students remained in the same profile across all unit-level measurements. Grade level was predictive of profile stability. Findings from the present study should shed light on how in-the-moment student motivation fluctuates while students are engaged in ITS math learning. Present findings have potential to inform motivation interventions designed for ITS math learning. more »« less
Harrell-Williams, L.
(, Proceedings of the 2nd Learner Data Institute Workshop at the Fourteenth International Conference on Educational Data Mining)
null
(Ed.)
Building on recent work related to measuring situational, in-the-moment motivation and the stability of motivation profiles, this study explores the nature of situational motivation profiles constructed with measurements of achievement goals during middle and high school students’ algebra-focused intelligent tutoring system (ITS) learning during an academic semester. The results of multi-level profile analyses nesting multiple timepoints within students indicates the presence of four distinct profiles, with similar characteristics to those found in previous studies on dispositional achievement goals in mathematics for similar-aged students. Present findings have potential implications for designing effective motivation interventions during ITS learning.
The present study tested the learning avoidance model by examining the degree to which learning avoidance in various afterschool settings mediated the negative association between math anxiety and math achievement. Participants consisted of 207 third to sixth graders. Using a path model, findings showed that students’ math anxiety was negatively associated with both standardized math achievement test scores and parent-reported math school grades. Additionally, higher math anxiety was associated with more negative homework behaviors and less frequent participation in math-related extracurricular activities. Finally, the association between math anxiety and math achievement was partially mediated by negative math homework behaviors and participation in math extracurricular activities. Effort in math exam preparation did not contribute to explaining the association between math anxiety and math achievement. Overall, these findings support the learning avoidance model and suggest that avoidance behaviors in everyday learning in the afterschool setting may contribute to explaining the undesired math achievement among highly math anxious students.
Mackin_Freeman, Daniel; Shifrer, Dara
(, Sociological Perspectives)
Math achievement in U.S. high schools is a consistent predictor of educational attainment. While emphasis on raising math achievement continues, school-level interventions often come at the expense of other subjects. Arts courses are particularly at risk of being cut, especially in schools serving lower socioeconomic status youth. Evidence suggests, however, that arts coursework is beneficial to many educational outcomes. We use data on 20,590 adolescents from the High School Longitudinal Study of 2009 to answer two research questions: (1) Does student accumulation of fine arts courses across different topic areas relate positively to math test scores in high school? (2) Does school SES differentiate this potential association? Results indicate that youth attending higher-SES schools take more art courses and taking music courses is related to higher math test scores. However, this benefit only seems to only apply to more socially advantaged student bodies. Results reveal a site of additional educational advantage for already privileged youth.
Addressing the educational needs of students in math early on is critical given that early gaps in math skills widen further over the course of schooling. This study examines the effectiveness and costs of Kentucky’s Math Achievement Fund—a unique state-level program that combines targeted interventions, peer-coaching, and close collaboration among teachers to improve math achievement in grades K–3. The program is found to improve not only math achievement, but also reading test scores and non-test outcomes including student attendance and disciplinary incidents. The benefits exist across students from various socioeconomic backgrounds, and they are slightly higher for racial minorities.
Understanding the underlying psychological constructs that affect undergraduate engineering students’ academic achievement and persistence can inform curricular and programmatic changes in engineering education, with the goal of increasing access and advancement in engineering for a diverse population of students. As part of a larger study examining student experiences in a civil engineering department undergoing curricular and cultural changes, this quantitative study investigated the relationship between goal orientation, agency, and time-oriented motivation, differences in this relationship across academic years, and potential influences from personality types. The larger project seeks to examine the motivation, identity, and sense of belonging for undergraduate civil engineering students; this paper seeks to construct a conceptual model explaining the interactive nature of some of these constructs. A previously tested and established survey that draws from multiple theories of motivation and other affective factors such as agency and identity, and that includes Big 5 personality constructs, was used to collect data from second, third-and fourth-year civil engineering students over a two-year period. Prior studies have focused on the instrument’s latent constructs with sense of belonging. However, no analysis has been conducted to examine how some of the constructs influence each other. Specific latent constructs of goal orientation, agency (students’ beliefs that their career in science or engineering can lead to positive effects on the world), FTP, and personality were selected for secondary data analysis based on theory presented in the literature about relationships between motivation, goal setting, agency, and student perceptions of their future. The sample size of respondents was 843; data cleaning and deletion of missing data (65cases; 7.7%) resulted in a final sample size of 778(92.3% of the original data). This included328 second year, 294 third year and 156 fourth year students. Statistical analyses and modeling included bivariate correlational analysis, MANOVA and MANCOVA. Results indicated significant correlation between goal orientation, agency, and time-oriented motivation. Furthermore, differences in these constructs between academic years and personality type influenced the relationship. FTP differed between sophomores and seniors, with seniors having higher scores, suggesting motivation increases as time in the program increases. Personality significantly influenced these relationships in different ways but had the strongest effect on agency. The findings that certain types of people are not only motivated to go into civil engineering but believe their major will make a difference in the world, have implications for educational practice. Results align with current literature but also shed light onto the effects of personality on time-oriented motivation and agency, expanding theory in engineering education. Further research is needed to determine if the effects of personality hold true for other engineering and science majors.
Harrell-Williams, L., Mueller, C., Fancsali, S, Ritter, S., Zhang, X, and Venugopal, D. Exploring Predictors of Achievement-Goal Profile Stability during Mathematics Learning in an Intelligent Tutoring System. Retrieved from https://par.nsf.gov/biblio/10353232. Proceedings of The Third Workshop of the Learner Data Institute , The 15th International Conference on Educational Data Mining (EDM 2022) .
Harrell-Williams, L., Mueller, C., Fancsali, S, Ritter, S., Zhang, X, & Venugopal, D. Exploring Predictors of Achievement-Goal Profile Stability during Mathematics Learning in an Intelligent Tutoring System. Proceedings of The Third Workshop of the Learner Data Institute , The 15th International Conference on Educational Data Mining (EDM 2022), (). Retrieved from https://par.nsf.gov/biblio/10353232.
Harrell-Williams, L., Mueller, C., Fancsali, S, Ritter, S., Zhang, X, and Venugopal, D.
"Exploring Predictors of Achievement-Goal Profile Stability during Mathematics Learning in an Intelligent Tutoring System". Proceedings of The Third Workshop of the Learner Data Institute , The 15th International Conference on Educational Data Mining (EDM 2022) (). Country unknown/Code not available. https://par.nsf.gov/biblio/10353232.
@article{osti_10353232,
place = {Country unknown/Code not available},
title = {Exploring Predictors of Achievement-Goal Profile Stability during Mathematics Learning in an Intelligent Tutoring System},
url = {https://par.nsf.gov/biblio/10353232},
abstractNote = {Using archived student data for middle and high school students’ mathematics-focused intelligent tutoring system (ITS) learning collected across a school year, this study explores situational, achievement-goal latent profile membership and the stability of these profiles with respect to student demographics and dispositional achievement goal scores. Over 65% of students changed situational profile membership at some time during the school year. Start-of-year dispositional motivation scores were not related to whether students remained in the same profile across all unit-level measurements. Grade level was predictive of profile stability. Findings from the present study should shed light on how in-the-moment student motivation fluctuates while students are engaged in ITS math learning. Present findings have potential to inform motivation interventions designed for ITS math learning.},
journal = {Proceedings of The Third Workshop of the Learner Data Institute , The 15th International Conference on Educational Data Mining (EDM 2022)},
author = {Harrell-Williams, L. and Mueller, C. and Fancsali, S and Ritter, S. and Zhang, X and Venugopal, D.},
}
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