Examining motivation profile differences across students’ mathematics identity, performance, and parents’ attitudes

Pia Ilomanni; Jelena Radišić; Anu Laine

doi:10.31129/LUMAT.12.3.2232

Authors

Pia Ilomanni University of Helsinki, Finland https://orcid.org/0000-0002-3297-1210
Jelena Radišić Department of Teacher Education and School Research, University of Oslo, Norway https://orcid.org/0000-0003-1427-6254
Anu Laine University of Helsinki, Finland https://orcid.org/0000-0003-3881-8134

DOI:

https://doi.org/10.31129/LUMAT.12.3.2232

Keywords:

mathematics, motivation, identity, primary education, parental attitudes

Abstract

Declining development in Finnish students’ mathematics performance has highlighted the importance of mathematics competence and motivation research. We used the person-centred approach to investigate Finnish third-, fourth-, and fifth-grade students’ mathematics motivation profiles. In addition, we explored differences between the motivation profiles regarding students’ mathematics identity, performance, and their parents’ mathematics-related attitudes. A latent profile analysis (LPA) based on 304 third-, fourth-, and fifth-grade students’ answers revealed three math-related motivation profiles: high motivation, high cost and moderate. Further investigation of the profiles showed that students’ higher mathematics identity is represented strongly in the high motivation group, as are students’ mathematics performance scores. Parents perceived low mathematics competence as highly expressed in those students belonging to the high cost profile. Results concerning students’ broader learning environment and previous results relevant to the Finnish educational system are discussed.

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