A1 Journal article – refereed
Dynamics between student vs. teacher perceptions of mathematics task-orientation and mathematics performance among adolescents




List of Authors: Piia Maria Björn, Eija Räikkönen, Kaisa Aunola, Minna Kyttälä
Publisher: ELSEVIER SCIENCE BV
Publication year: 2017
Journal: Learning and Individual Differences
Journal name in source: LEARNING AND INDIVIDUAL DIFFERENCES
Journal acronym: LEARN INDIVID DIFFER
Volume number: 55
Number of pages: 8
ISSN: 1041-6080
eISSN: 1873-3425

Abstract
This study examined the dynamics between perceptions of mathematics task-orientation and mathematics performance among Finnish adolescents over a period of two last years of secondary school. Task-orientation in math was assessed at the beginning of grade 8 and again at the end of grade 9 using both student and teacher reports. At the same time points, students' mathematics performance was evaluated via standardized test. The cross-lagged associations of task-orientation and mathematics performance were examined taking account the possible impacts of general cognitive ability, technical reading skills, reading comprehension and gender. The results showed that a high level of mathematics performance in the beginning of 8th grade positively influenced student-rated task orientation at the end of secondary school. In turn, the anticipated reciprocal relationship between task orientation and mathematics manifested particularly in the model with teacher-rated task orientation. Implications for practice are discussed. (C)2017 Elsevier Inc. All rights reserved.

Last updated on 2019-29-01 at 19:56