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《Studies of Psychology and Behavior》 2013-01
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The Relationship between Learning Motivation and Mathematics Literacy of 11-year-old and 15-year-old Students

Cheng Li1, Dou Diya2, Feng Chao1, Qi Chunxia1, Martin Valcke2 (1 Faculty of Education, Beijing Normal University, Beijing 100875; 2 Faculty of education, Ghent University, Ghent, Belguim)  
The purpose of the study is to analyze the effects of different dimensions of intrinsic and extrinsic learning motivation on mathematics literacy of students in different literacy levels and grades. The sampling size is 2,133 students totally(4th and 8th grade). The assessment of mathematics literacy is under the framework of PISA. The main findings of this study are: 1 The level of motivation of 11-year students is significantly higher than 15-year in both intrinsic and extrinsic dimensions. 2 The significance of correlation between intrinsic motivation (challenge) grows with age. Mathematics literacy and extrinsic motivation(choose)have significantly negative correlation of 15-year students. 3 For 11-year students , Significant correlation is found between intrinsic motivation(passion), extrinsic motivation(attention, dependence and pursue)and mathematics literacy of students with higher mathematics literacy. No significant effect correspondingly is found of students with lower mathematics literacy. 4 For 15-year students, no significant effect of each dimension of motivation on mathematics literacy is found of students with higher mathematics literacy. Significant correlation is found of intrinsic motivation(challenge)and extrinsic motivation(attention, dependence and pursue)on mathematics literacy among students with lower mathematics literacy.
【Fund】: 北京师范大学-比利时根特大学国际合作项目的资助
【CateGory Index】: G633.6
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