Persevering toward What? Investigating the Relationship between Ninth-grade Students’ Achievement Goals and Perseverant Actions on an Algebraic Task

Joseph DiNapoli

doi:10.29333/iejme/5747

Full Text (PDF)

Joseph DiNapoli ¹ ^*

More Detail

¹ Montclair State University, Montclair, NJ, USA^* Corresponding Author

Abstract

Perseverance is vital for the process of learning mathematics with understanding. To do so, students must wrestle with obstacles and amend their problem-solving plan when necessary. I collected qualitative data to investigate the nature of perseverance for 11 ninth-grade algebra students working on a challenging task for which they affirmed interest. Employing analytical frameworks of achievement goal perceptions and subsequent perseverant actions, the findings inform three distinct profiles of in-the-moment perseverance states. These profiles suggest that perseverant actions are not always aligned with students’ goals of meaning-making. Although students may report being motivated by building conceptual understanding, they may not fully grasp what it means to achieve such mastery goals. I provide suggestions for teachers to further encourage the development of more perseverant learners.

Keywords

perseverance
achievement goals
algebraic task
problem-solving

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2019, Volume 14, Issue 3, 435-453

https://doi.org/10.29333/iejme/5747

Publication date: 02 Apr 2019

Article Views: 3171

Article Downloads: 1989

Open Access References How to cite this article

References

Aaron, W. R. (2011). The position of the student in geometry instruction: A study from three perspectives (Unpublished doctoral dissertation), The University of Michigan. Available at https://deepblue.lib.umich.edu/handle/2027.42/84625
Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. Washington, DC: U.S. Department of Education. Available at https://eric.ed.gov/?ID=ED490195
Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545. https://doi.org/10.1037/0022-0663.94.3.545
Ainley, M., Hillman, K., & Hidi, S. (2002). Gender and interest processes in response to literary texts: Situational and individual interest. Learning and Instruction, 12(4), 411-428.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. https://doi.org/10.1016/S0959-4752(01)00008-1
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267. Retrieved from http://groups.jyu.fi/sporticus/lahteet/LAHDE_10.pdf
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-instruction. Journal of Personality and Social Psychology, 41(3), 586-598. https://doi.org/10.1037/0022-3514.41.3.586
Bass, H. & Ball, D. L. (2015). Beyond “you can do it!”: Developing mathematical perseverance in elementary school. In N. Alpert (Ed.), The Collected Papers. Chicago, IL: Spencer Foundation. Retrieved from http://www.spencer.org/collected-papers-april-2015
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1). 246-263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
Butler, R. (1992). What young people want to know when: Effects of mastery and ability goals on interest in different kinds of social comparisons. Journal of Personality and Social Psychology, 62(6), 934-943. https://doi.org/10.1037/0022-3514.62.6.934
Carbonaro, W. (2005). Tracking, students’ effort, and academic achievement. Sociology of Education, 78(1), 27-49. https://doi.org/10.1177/003804070507800102
Carver, C. S., & Scheier, M. F. (2001). On the self-regulation of behavior. Cambridge, UK: Cambridge University Press.
Common Core State Standards Initiative (CCSSI). (2010). Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers.
Dewey, J. (1910). How we think. Boston: Heath.
Dolle, J. R., Gomez, L. M., Russell, J. L., & Bryk, A. S. (2013). More than a network: Building professional communities for educational improvement. National Society for the Study of Education, 112(2), 443-463. Retrieved from http://learndbir.org/resources/14-Dolle-Gomez-Russell-Bryk-Ready.pdf
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087
Duda, J. L. & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84(3), 290-299. Retrieved from https://www.researchgate.net/profile/Joan_Duda/publication/229106683_Dimensions_of_Achievement_Motivation_in_Schoolwork_and_Sport/links/0fcfd5005568b0d772000000/Dimensions-of-Achievement-Motivation-in-Schoolwork-and-Sport.pdf
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. Retrieved from http://psycnet.apa.org/doi/10.1037/0003-066X.41.10.1040
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Dweck, C. S. & Elliott, E. S. (1983). Achievement motivation. In E. M. Heatherington (Ed.), Handbook of child psychology: Socialization, personality, and social development. (Vol. 4, pp. 643-691). New York: Wiley.
Dweck, C. S. & Leggett, E. L. (1988). A social cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. Retrieved from https://pdfs.semanticscholar.org/2592/a119a2a9b3436edc9b073d5b1aff55a824e5.pdf
Eccles, J. S. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 149-169. https://doi.org/10.1207/s15326985ep3403_3
Elliot, A. J. (2005). A conceptual history of the achievement goal construct. Handbook of Competence and Motivation, 52-72.
Elliot, A. J. & McGregor, H. A. (2001). A 2× 2 achievement goal framework. Journal of personality and social psychology, 80(3), 501-519. Retrieved from http://www.realtutoring.com/phd/ElliotMcGregor2001.pdf
Fenstermacher, G. D. (1986). Philosophy of research on teaching: Three aspects. Handbook of Research on Teaching, 3, 37-49.
Festinger, L. (1957). A theory of cognitive dissonance. Evanston, IL: Row, Peterson.
Freeburn, B. & Arbaugh, F. (2017). Supporting productive struggle with communication moves. Mathematics Teacher, 111(3), 176-181. Available at https://www.jstor.org/stable/10.5951/mathteacher.111.3.0176
Furner, J. M. & Gonzalez-DeHass, A. (2011). How do students’ mastery and performance goals relate to math anxiety? Eurasia Journal of Mathematics, Science & Technology Education, 7(4), 227-242. https://doi.org/10.12973/ejmste/75209
Gallagher, A. M. & De Lisi, R. (1994). Gender differences in scholastic aptitude test – Mathematics problem solving among high-ability students. Journal of Educational Psychology, 86(2), 204-211. http://psycnet.apa.org/doi/10.1037/0022-0663.86.2.204
Gresalfi, M. S. & Barnes, J. (2015). Designing feedback in an immersive videogame: supporting student mathematical engagement. Educational Technology Research and Development, 1-22. Retrieved from https://link.springer.com/article/10.1007/s11423-015-9411-8
Goldin, G. A., Epstein, Y. M., Schorr, R. Y., & Warner, L. B. (2011). Beliefs and engagement structures: Behind the affective dimension of mathematical learning. ZDM Mathematics Education, 43, 547-560. Retrieved from https://link.springer.com/article/10.1007/s11858-011-0348-z
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., Oliver, P. H., & Guerin, D. W. (2007). Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence. International Journal of Behavioral Development, 31(4), 317–327. https://doi.org/10.1177%2F0165025407077752
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105-122. https://doi.org/10.1037/0022-0663.100.1.105
Hidi, S. & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doi.org/10.1207/s15326985ep4102_4
Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics, 65-97.
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25(4), 12–21. https://doi.org/10.3102%2F0013189X025004012
Hiebert, J. & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. Second Handbook of Research on Mathematics Teaching and Learning, 1, 371–404.
Kapur, M. (2010). Productive failure in mathematical problem-solving. Instructional Science, 38(6), 523–550. Retrieved from https://link.springer.com/article/10.1007/s11251-009-9093-x
Kapur, M. (2011). A further study of productive failure in mathematical problem-solving: Unpacking the design components. Instructional Science, 39(4), 561–579. Retrieved from https://link.springer.com/article/10.1007/s11251-010-9144-3
Karabenick, S. A. (2003). Seeking help in large college classes: A person-centered approach. Contemporary educational psychology, 28(1), 37-58. https://doi.org/10.1016/S0361-476X(02)00012-7
Karabenick, S.A. (2004). Perceived achievement goal structure and college student help seeking. Journal of Educational Psychology, 96, 569-581. http://psycnet.apa.org/doi/10.1037/0022-0663.96.3.569
Krajcik, J. S. & Shin, N. (2015). Project-based learning. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 275-297). New York: Cambridge University Press.
Kress, N. E. (2017). 6 essential questions for problem-solving. Mathematics Teacher, 111(3), 190-196. Retrieved from https://www.jstor.org/stable/10.5951/mathteacher.111.3.0190
Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5, 289-309. https://doi.org/10.1207/s1532690xci0504_3
Linnenbrink, E. A. & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly, 19, 119-137. https://doi.org/10.1080/10573560308223
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
Middleton, J. A., & Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for Research in Mathematics Education, 30, 65–88. Retrieved from https://www.jstor.org/stable/749630
Middleton, J. A., Tallman, M., Hatfield, N., & Davis, O. (2015). Taking the severe out of perseverance: Strategies for building mathematical determination. In N. Alpert (Ed.), The Collected Papers. Chicago, IL: Spencer Foundation. Available Retrieved from http://www.spencer.org/collected-papers-april-2015
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. Retrieved from https://link.springer.com/article/10.1007/s10648-006-9029-9
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York: Oxford University Press/ Washington, DC: American Psychological Association.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. Advances in motivation and achievement, 6, 117-160.
Polya, G. (1957). How to solve it (2nd ed.). Garden City, NY: Doubleday Anchor Books.
Renninger, K. A., & Bachrach, J. E. (2015). Studying triggers for interest and engagement using observational methods. Educational Psychologist, 50(1), 58-69. https://doi.org/10.1080/00461520.2014.999920
Rickles, J. H. (2013). Examining heterogeneity in the effect of taking algebra in eighth grade. The Journal of Educational Research, 106, 251–268. https://doi.org/10.1080/00220671.2012.692731
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology 25, 54–67. https://doi.org/10.1006/ceps.1999.1020
Sansone, C., Wiebe, D. J., & Morgan, C. (1999). Self-regulating interest: The moderating role of hardiness and conscientiousness. Journal of Personality, 67(4), 701-733. https://doi.org/10.1111/1467-6494.00070
Stanic, G., & Kilpatrick, J. (1989). Historical perspectives on problem solving in the mathematics curriculum. In R. Charles & E. Silver (Eds.), The teaching and assessing of mathematical problem solving (pp. 1-22). Reston, VA: National Council of Teachers of Mathematics.
Tulis, M., & Fulmer, S. M. (2013). Students’ motivational and emotional experiences and their relationship to persistence during academic challenge in mathematics and reading. Learning and Individual Differences, 27, 35-46. https://doi.org/10.1016/j.lindif.2013.06.003
Urdan, T., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98(2), 354-365. http://psycnet.apa.org/doi/10.1037/0022-0663.98.2.354
Vollmeyer, R., & Rheinberg, F. (2000). Does motivation affect performance via persistence? Learning and Instruction, 10, 293–309. https://doi.org/10.1016/S0959-4752(99)00031-6
Warshauer, H. K. (2014). Productive struggle in middle school mathematics classrooms. Journal of Mathematics Teacher Education, 18(4), 375-400. https://doi.org/10.1007%2Fs10857-014-9286-3
Wrosch, C., Scheier, M. F., Miller, G. E., Schulz, R., & Carver, C. S. (2003). Adaptive self-regulation of unattainable goals: Goal disengagement, goal reengagement, and subjective well-being. Personality and Social Psychology Bulletin, 29(12), 1494-1508. https://doi.org/10.1177%2F0146167203256921
Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), 267-301. https://doi.org/10.3102%2F0034654311405999
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17. https://doi.org/10.1207/s15326985ep2501_2

How to cite this article

APA

DiNapoli, J. (2019). Persevering toward What? Investigating the Relationship between Ninth-grade Students’ Achievement Goals and Perseverant Actions on an Algebraic Task. International Electronic Journal of Mathematics Education, 14(3), 435-453. https://doi.org/10.29333/iejme/5747

Vancouver

DiNapoli J. Persevering toward What? Investigating the Relationship between Ninth-grade Students’ Achievement Goals and Perseverant Actions on an Algebraic Task. INT ELECT J MATH ED. 2019;14(3):435-53. https://doi.org/10.29333/iejme/5747

AMA

DiNapoli J. Persevering toward What? Investigating the Relationship between Ninth-grade Students’ Achievement Goals and Perseverant Actions on an Algebraic Task. INT ELECT J MATH ED. 2019;14(3), 435-453. https://doi.org/10.29333/iejme/5747

Chicago

DiNapoli, Joseph. "Persevering toward What? Investigating the Relationship between Ninth-grade Students’ Achievement Goals and Perseverant Actions on an Algebraic Task". International Electronic Journal of Mathematics Education 2019 14 no. 3 (2019): 435-453. https://doi.org/10.29333/iejme/5747

Harvard

DiNapoli, J. (2019). Persevering toward What? Investigating the Relationship between Ninth-grade Students’ Achievement Goals and Perseverant Actions on an Algebraic Task. International Electronic Journal of Mathematics Education, 14(3), pp. 435-453. https://doi.org/10.29333/iejme/5747

MLA

DiNapoli, Joseph "Persevering toward What? Investigating the Relationship between Ninth-grade Students’ Achievement Goals and Perseverant Actions on an Algebraic Task". International Electronic Journal of Mathematics Education, vol. 14, no. 3, 2019, pp. 435-453. https://doi.org/10.29333/iejme/5747