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Secondary Education Students’ Beliefs about Mathematics and Their Repercussions on Motivation

Author

Listed:
  • Vanesa Rojo Robas

    (Department of Didactic and School Organization, Faculty of Education in Bilbao, University of the Basque Country (UPV/EHU), Barrio Sarriena, s/n, 48940 Leioa, Spain)

  • José María Madariaga

    (Department of Developmental and Educational Psychology, Faculty of Education in Bilbao, University of the Basque Country (UPV/EHU), Barrio Sarriena, s/n, 48940 Leioa, Spain)

  • José Domingo Villarroel

    (Department of Didactic of Mathematics and Experimental Sciences, Faculty of Education in Bilbao, University of the Basque Country (UPV/EHU), Barrio Sarriena, s/n, 48940 Leioa, Spain)

Abstract

This research analyses the role of the affective dimension in learning mathematics during secondary education. In particular, the evolution of motivation and beliefs according to the students’ academic level, as well as the relationship between these two factors. The sample consisted of 202 students from all four years of secondary education, whose motivation and beliefs about mathematics and learning mathematics were evaluated. Beliefs were grouped into three categories: related to the specific classroom context, to mathematics, and to oneself as a learner of this subject. The results obtained indicate lower motivation and less favourable beliefs in 3rd year. From the beliefs analysed, those regarding the classroom context, and more specifically the teachers, have obtained the largest effect size.

Suggested Citation

  • Vanesa Rojo Robas & José María Madariaga & José Domingo Villarroel, 2020. "Secondary Education Students’ Beliefs about Mathematics and Their Repercussions on Motivation," Mathematics, MDPI, vol. 8(3), pages 1-14, March.
    • Handle: RePEc:gam:jmathe:v:8:y:2020:i:3:p:368-:d:329594
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