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Relatedness in the Middle Grades and its Effects on Student Motivation and Achievement in...
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Relatedness in the Middle Grades and its Effects on Student Motivation and Achievement in Mathematics
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Description
Identifier
Thesis
1669
Author
Steinfeld, Eric S.
Title
Relatedness
in the
Middle
Grades
and its
Effects
on
Student
Motivation
and
Achievement
in
Mathematics
Publisher
Central Connecticut State University
Date of Publication
2002
Resource Type
Master's Thesis
Abstract
The
purpose
of this
research
is
to
determine
how a
student's
need
for
relatedness
affects
his or her
motivation
and
academic
achievement
in
mathematics
. In
addition
,
student
motivation
is
examined
independently
of
relatedness
to
determine
its
effect
on
academic
achievement
in
mathematics
.
Connell
and
Wellborn
(1991)
claim
that
relatedness
is
one
of
three
psychological
needs
necessary
for
individuals
to
feel
securely
connected
to
others
in the
social
context
.
Based
on the
Model
of
SelfSystem
Processes
(Connell
,
1991)
, a
student's
need
to
feel
cared
for has a
direct
influence
on his or her
motivation
in
school
,
which
consequently
affects
his or her
academic
performance
. This
research
is
focused
specifically
on this
need
in the
context
of the
mathematics
classroom
.
According
to the
model
,
relatedness
is
predicted
to have a
direct
effect
on
student
motivation
but an
indirect
effect
on
academic
achievement
.
Furthermore
,
student
motivation
is
predicted
to have a
direct
effect
on
academic
achievement
. In
addition
, the
effect
due
to
student
dependency
as
perceived
by the
teacher
is
examined
.
Students
(n
=
42)
enrolled
in
grades
six
through
nine
from a
small
independent
school
in
central
Connecticut
were
surveyed
to
assess
their
perception
of
relatedness
.
Students
responded
to
eleven
statements
on a
four
point
Likerttype
scale
to
determine
a
relatedness
score
. In
addition
, their
teachers
were
surveyed
to
assess
the their
perceptions
of
student
motivation
and
student
dependency
on a
four
point
Likerttype
scale
.
National
norms
from the
Educational
Records
Bureau
:
Comprehensive
Test
III
were also
collected
. The
ERB
:
CTP
III
incorporates
two
iiimathematics
assessments
, the
Quantitative
Ability
Test
and the
Mathematics
Test
,
which
were
used
to
measure
student
achievement
in
mathematics
. A
correlational
analysis
was
used
to
quantify
the
relationship
among
each
of the
predictor
variables
,
relatedness
,
motivation
, and
dependency
, and to
determine
their
effect
on
each
of the
response
variables
,
Qscale
and
Mscale
. In
addition
,
multiple
regression
analysis
was
conducted
to
determine
the
significance
of
effects
between
the
predictor
variables
and the
response
variables
.
Contrary
to the
Model
of
SelfSystem
Processes
(Connell
,
1991)
,
relatedness
has
no
direct
effect
on
motivation
nor
does
have an
indirect
effect
on
quantitative
ability
. In
fact
,
it
was
found
that
student
relatedness
has an
inverse
relation
to
gains
on the
Quantitative
Ability
Test
but a
direct
relation
to
gains
on the
Mathematics
Test
. As
expected
,
student
motivation
is
linked
to
mathematics
achievement
but
only
with
respect
to
quantitative
ability
. In
fact
,
motivation
accounts
for
nearly
eighteen
percent
of the
variation
in
achievement
gain
on the
Quantitative
Ability
Test
. The
results
indicate
there
is
insufficient
evidence
to
support
the
notion
that
motivation
predicts
mathematics
achievement
with
respect
to the
Mathematics
Test
. In
addition
, there
is
insufficient
evidence
to
determine
that
student
dependency
has any
effect
on the
results
of this
investigation
.
Subject
Mathematics  Study and teaching (Middle school)
Department
Department of Mathematical Sciences
Advisor
Craine, Timothy
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
713734358
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