Exploring Intrinsic and Extrinsic Motivational Aspects of Middle School Students' Aspirations for Their Mathematics Learning – Karina J. Wilkie & Peter Sullivan

Exploring Motivational Aspects in Middle School Mathematics Learning

Introduction

  • Middle school students often portrayed as disengaged and disaffected in mathematics.

  • This study gathered perspectives from over 3500 Australian middle school students about their aspirations for learning math.

  • Students reported overwhelmingly positive feelings regarding their motivational disposition, focusing on both intrinsic and extrinsic factors.

  • Key goals supported were related to mastery and engagement in mathematical tasks.

Major Themes Identified

Disaffection and Disengagement

  • Previous research indicates that middle schoolers exhibit lower interest and self-efficacy in mathematics.

  • Negative attitudes often influence teachers' responses towards disengaged students.

Importance of Student Voice

  • Inviting students to articulate what they wish for in learning was a central methodology.

  • Using the term "wish" provided insight into students' hopes and aspirations that might highlight their motivations.

Theoretical Framework

  • Motivation conceptualized as a combination of intrinsic and extrinsic dimensions.

  • Intrinsic motivation includes attitudes, self-efficacy, and beliefs about learning math.

  • Extrinsic motivation encompasses influences from teaching methods, environmental factors, and peer interactions.

Findings and Analysis

Intrinsic Motivational Aspects

  • Students’ wishes often indicated a desire to:

    • Improve understanding and proficiency in math.

    • Experience emotions such as enjoyment and interest during lessons.

    • Engage in challenges that stimulate curiosity and deeper learning.

  • Evidence of mastery goal orientation predominantly found in student responses.

    • Aspiration for challenges and mastery skills were significant, indicating strong intrinsic motivation.

Extrinsic Motivational Factors

  • Students cited various extrinsic factors that could enhance their learning experience:

    • Request for more engaging and interactive tasks involving peer collaboration.

    • Interest in having supportive and effective teaching strategies that make learning enjoyable.

  • Desire for creative and relatable learning contexts was evident, alongside claims for increased difficulty and challenge in tasks.

Categories of Wishes

  1. About Learning or Achievement (60% of responses)

    • Emphasis on understanding concepts and improving grades.

    • High interest in specific topics, particularly fractions and times tables.

  2. Type of Task (43.5% of responses)

    • Preferences for creative, visual, and hands-on learning activities.

  3. About Affect or Motivation (12.6% of responses)

    • Students expressed a desire for increased enjoyment and engagement in math.

  4. Working Arrangements (9.7% of responses)

    • Preference for more collaborative learning environments.

  5. About Being Taught (8.3% of responses)

    • Request for clarity in instruction and more time dedicated to topics.

Conclusion

  • Findings suggest middle school students have active and positive aspirations towards their math learning despite observed disengagement.

  • These aspirations could be addressed through targeted teaching practices that reflect students' requests for more engaging and supportive environments.

  • By understanding and utilizing students' expressed wishes, teachers can foster stronger motivation and engagement in mathematics education, moving beyond any apparent disaffection in classroom behavior.