A research study in "Child Development" examines (a) the importance of intelligence and (b) level of motivation and study skills in achievement over time in mathematics. A press release summarizes the research here: http://www.eurekalert.org/pub_releases/2012-12/sfri-msh121312.php
The research article presenting the results can be accessed here: http://onlinelibrary.wiley.com/doi/10.1111/cdev.12036/abstract;jsessionid=7C6206CBCEA81317FD92EB1A9C96A620.d01t04 Quoting the abstract: |This research examined how motivation (perceived control, intrinsic |motivation, and extrinsic motivation), cognitive learning strategies |(deep and surface strategies), and intelligence jointly predict long-term |growth in students' mathematics achievement over 5 years. Using |longitudinal data from six annual waves (Grades 5 through 10; |Mage = 11.7 years at baseline; N = 3,530), latent growth curve |modeling was employed to analyze growth in achievement. Results |showed that the initial level of achievement was strongly related to |intelligence, with motivation and cognitive strategies explaining |additional variance. In contrast, intelligence had no relation with the |growth of achievement over years, whereas motivation and learning |strategies were predictors of growth. These findings highlight the |importance of motivation and learning strategies in facilitating |adolescents' development of mathematical competencies. One wonders whether/how this applies to other academic areas. -Mike Palij New York University [email protected] --- You are currently subscribed to tips as: [email protected]. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=22506 or send a blank email to leave-22506-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
