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Relatedness in the Middle Grades and its Effects on Student Motivation and Achievement in Mathematics

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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	2002
Resource Type	Master's Thesis
Notes	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 Self-System 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 Likert-type 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 Likert-type 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 Self-System 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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