Supplementary materials - “High School Students’ Motivation to Learn mathematics: The Role of Multiple Goals”
Table 1
Means, Standard Deviations and Reliability Scores
Variable / Means / Standard Deviation / AlphaMastery goals / 3.25 / .81 / .81 (3 items)
Performance-approach goals / 3.60 / .74 / .82 (3 items)
Performance-avoidance goals / 3.41 / .86 / .70 (2 items)
Prosocial goals / 3.08 / .69 / .68 (3 items)
Perceived mastery structure / 3.67 / .69 / .71 (3 items)
Perceived performance structure / 3.00 / .62 / .70 (3 items)
Perceived social structure / 3.00 / .79 / .73 (2 items)
Perceived teacher support / 3.21 / .69 / .90 (5 items)
Surface strategies / 2.71 / .73 / .71 (5 items)
Deep strategies / 2.28 / .74 / .73 (5 items)
Surface motives / 2.74 / .74 / .70 (5 items)
Deep motives / 3.12 / .77 / .65 (5 items)
Positive attitudes / 2.99 / .89 / .83 (4 items)
Negative attitudes / 2.53 / .75 / .73 (5 items)
Past grade / 2.11 / 1.21 / 1 item
Grade aspiration / 2.72 / 1.54 / 1 item
Table 2
Correlation
Variable / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12 / 13 / 14 / 15 / 161.G_mas / --
2.G_perf / .48** / --
3. G_avd / .29** / .67** / --
4. G_soc / .48** / .47** / .37** / --
5. C_mas / .36** / .25** / .10 / .25** / --
6. C_perf / .21** / .33** / .26** / .19** / .38** / --
7. C_soc / .24** / .17** / .10 / .39** / .36** / .25** / --
8. support / .27** / .24** / .13* / .23** / .46** / .28** / .34** / --
9. S_deep / .42** / .30** / .20** / .27** / .18** / .22** / .23** / .11 / --
10. S_surf / -.36** / -.11 / .01 / -.21** / -.19** / -.06 / -.09 / -.11 / -.17** / --
11. M_deep / .50** / .45** / .33** / .31** / .28** / .29** / .17** / .29** / .47** / -.09 / --
12. M_surf / -.39** / -.03 / .06 / -.18** / -.21** / -.02 / -.13* / -.06 / -.16** / .55** / -.11 / --
13. A_pos / .67** / .41** / .22** / .38** / .33** / .25** / .27** / .30** / .50** / -.44** / .54** / -.49** / --
14. A_neg / -.37** / -.18** / -.04 / -.35** / -.18** / -.04 / -.19** / -.21** / -.23** / .61** / -.18** / .45** / -.47** / --
15. Grade_P / .42** / .17** / .12* / .19** / .16** / .08 / .09 / .14* / .29** / -.40** / .31** / -.37** / .52** / -.31** / --
16. Grade_F / .52** / .38** / .27** / .37* / .30** / .17* / .22** / .27** / .33** / -.41* / .45** / -.30** / .57** / -.42** / .65 / --
Note. *p<.05; **p<.01 (G_mas=mastery goals; G_perf=performance-approach goals; G_avd=performance-avoidance goals; G_soc=social goals; C_mas=perceived mastery structure; C-perf=perceived performance structure; C_soc=perceived social structure; support=perceived social support; S_deep=deep strategies; S_surf=surface strategies; M_deep=deep motives; M_surf=surface motives; A_pos=positive attitudes; A_neg=negative attitudes; Grade_P=past grade; Grade_F=grade aspiration level by the end of the year)
Table 3
Regression analyses - Perceived goal structures and Perceived support
Predictor variables / Percieved Mastery structures (1) / Perceived performance structures (2) / Perceived Social structures (3) / Perceived support (4)B / SE B / b / B / SE B / b / B / SE B / b / B / SE B / b
Step 1
Prior achievement level / .09 / .03 / .16* / .04 / .03 / .08 / .06 / .04 / .09 / .08 / .03 / .14*
Gender / .04 / .08 / .03 / -.08 / .07 / -.07 / -.13 / .10 / .08 / -.10 / .08 / -.07
Step 2
Prior achievement level / -.01 / .03 / -.01 / -.001 / .03 / -.002 / -.001 / .04 / -.001 / .03 / .04 / .05
Gender / .12 / .08 / .09 / -.04 / .07 / -.03 / -.11 / .09 / -.07 / -.05 / .08 / -.04
Mastery goals / .26 / .06 / .31** / .05 / .06 / .06 / .05 / .07 / .05 / .12 / .07 / .14
Performance-approach goals / .18 / .07 / .21* / .17 / .06 / .22* / -.01 / .08 / -.01 / .12 / .08 / .14
Performance-avoidance goals / -.12 / .06 / -.15* / .06 / .05 / .09 / -.05 / .07 / -.06 / -.06 / .06 / -.07
Social goals / .08 / .07 / .08 / .02 / .06 / .02 / .47 / .08 / .42** / .10 / .07 / .10
Step 3
Prior achievement level / -.01 / .03 / -.01 / -.01 / .03 / -.02 / -.02 / .04 / -.003 / .02 / .04 / .04
Gender / .11 / .08 / .08 / -.001 / .07 / -.001 / -.08 / .09 / -.05 / -.06 / .08 / -.04
Mastery goals / -.02 / .25 / -.02 / -.55 / .23 / -.73* / -.24 / .30 / -.24 / -.07 / .28 / -.08
Performance-approach goals / .19 / .07 / .22* / .17 / .07 / .23* / -.03 / .08 / -.03 / .11 / .08 / .13
Performance-avoidance goals / -.11 / .06 / -.15* / .06 / .05 / .08 / -.05 / .07 / -.05 / -.06 / .07 / -.07
Social goals / .07 / .07 / .07 / .05 / .06 / .05 / .47 / .09 / .42** / .08 / .08 / .08
Mastery x approach / -.18 / .08 / -.21* / .003 / .07 / .004 / .05 / .09 / .05 / -.09 / .09 / -.10
Mastery x avoidance / .09 / .07 / .36 / .18 / .07 / .81* / .09 / .09 / .30 / .06 / .08 / .23
Mastery x social / .11 / .07 / .12 / -.03 / .06 / -.04 / -.05 / .08 / -.05 / .04 / .08 / .05
Approach x avoidance / .07 / .07 / .10 / .04 / .06 / .06 / -.07 / .08 / -.08 / .003 / .07 / .004
Approach x social / .03 / .10 / .04 / .04 / .09 / .05 / .05 / .12 / .06 / .09 / .11 / .10
Avoidance x social / -.04 / .09 / -.05 / -.11 / .08 / .001 / .001 / .10 / -.001 / -.10 / .10 / -.12
Note. ** p<.001; *p<.05
(1) R2 = .03, p<.005 for Step 1; R2 ∆ =.16, p<.0001 for Step 2; R2 ∆ =.026, p=.19 for Step 3
(2) R2 = .01, p=.25 for Step 1; R2 ∆ =.10, p<.0001 for Step 2; R2 ∆ =.05, p<.05 for Step 3
(3) R2 = .014, p=.14 for Step 1; R2 ∆ =.17, p<.0001 for Step 2; R2 ∆ =.012, p=.67 for Step 3
(4) R2 = .02, p<.05 for Step 1; R2 ∆ =.06, p=.002 for Step 2; R2 ∆ =.01, p=.91 for Step 3
Table 4
Regression analyses - Strategies and Motives
Predictor variables / Deep strategies (1) / Surface strategies (2) / Deep motives (3) / Surface motives (4)B / SE B / b / B / SE B / b / B / SE B / b / B / SE B / b
Step 1
Prior achievement level / .19 / .04 / .31** / -.24 / .03 / -.30** / .20 / .04 / .31** / -.23 / .04 / -.37**
Gender / -.20 / .09 / -.13* / -.23 / .08 / -.15* / -.15 / .09 / -.10 / -.08 / .09 / -.05
Step 2
Prior achievement level / .09 / .04 / .15* / -.17 / .04 / -.28** / .07 / .04 / .12* / -.15 / .04 / -.23**
Gender / -.10 / .08 / -.07 / -.28 / .08 / -.19** / -.02 / .08 / -.01 / -.14 / .08 / -.09
Mastery goals / .27 / .07 / .30** / -.25 / .06 / -.26** / .30 / .06 / .32** / -.35 / .07 / -.37**
Performance-approach goals / .11 / .08 / .12 / -.04 / .08 / -.04 / .25 / .07 / .25** / .10 / .08 / .11
Performance-avoidance goals / .01 / .06 / .01 / .13 / .06 / .15* / .05 / .06 / .05 / .13 / .06 / .15*
Social goals / .03 / .07 / .02 / -.07 / .07 / -.06 / .01 / .07 / .01 / -.07 / .07 / -.07
Step 3
Prior achievement level / .09 / .04 / .14* / -.16 / .04 / -.26** / .08 / .04 / .12* / -.13 / .04 / -.21**
Gender / -.10 / .08 / -.07 / -.31 / .08 / -.21** / -.04 / .08 / -.02 / -.16 / .08 / -.10
Mastery goals / .42 / .29 / .46 / .00 / .29 / .00 / .46 / .27 / .49 / -.69 / .28 / -.73*
Performance-approach goals / .11 / .08 / .12 / .02 / .08 / .002 / .28 / .07 / .29* / .15 / .08 / .16
Performance-avoidance goals / -.001 / .06 / -.001 / .14 / .06 / .16* / .05 / .06 / .05 / .11 / .06 / .13
Social goals / .03 / .07 / .03 / -.10 / .07 / -.09 / .01 / .07 / .01 / -.06 / .07 / -.06
Mastery x approach / .03 / .09 / .03 / -.01 / .09 / -.01 / -.07 / .08 / -.08 / -.09 / .09 / -.10
Mastery x avoidance / -.04 / .08 / -.14 / -.08 / .08 / -.31 / -.05 / .08 / -.17 / .08 / .08 / .29
Mastery x social / .09 / .08 / .09 / -.17 / .07 / -.16* / .09 / .07 / .09 / -.23 / .08 / -.22*
Approach x avoidance / .05 / .07 / .06 / -.06 / .07 / -.07 / .13 / .07 / .16 / .02 / .07 / .03
Approach x social / -.01 / .12 / -.02 / .24 / .11 / .25* / .04 / .11 / .04 / .27 / .12 / .29*
Avoidance x social / -.08 / .10 / -.09 / -.03 / .10 / -.03 / -.06 / .09 / -.06 / -.13 / .10 / -.13
Note. ** p<.001; *p<.05
(1) R2 = .10, p<.0001 for Step 1; R2 ∆ =.12, p<.0001 for Step 2; R2 ∆ =.01, p=.78 for Step 3
(2) R2 = .18, p<.0001 for Step 1; R2 ∆ =.08, p<.0001 for Step 2; R2 ∆ =.03, p=.06 for Step 3
(3) R2 = .10, p<.0001 for Step 1; R2 ∆ =.23, p<.0001 for Step 2; R2 ∆ =.02, p=.26 for Step 3
(4) R2 = .14, p<.0001 for Step 1; R2 ∆ =.12, p<.0001 for Step 2; R2 ∆ =.04, p<.05 for Step 3
Table 5
Regression analyses - Attitudes and Grade Aspiration
Predictor variables / Positive attitudes (1) / Negative attitudes (2) / Grade aspiration (3)B / SE B / b / B / SE B / b / B / SE B / b
Step 1
Prior achievement level / .38 / .04 / .53** / -.20 / .04 / -.31** / .82 / .06 / .65**
Gender / -.19 / .09 / -.11* / -.20 / .09 / -.13* / -.10 / .14 / -.03
Step 2
Prior achievement level / .21 / .03 / .29** / -.11 / .04 / -.18* / .67 / .06 / .53**
Gender / -.05 / .07 / -.03 / -.25 / .08 / -.16* / .04 / .13 / .01
Mastery goals / .52 / .06 / .47** / -.20 / .07 / -.21* / .32 / .10 / .17*
Performance-approach goals / .19 / .07 / .17* / -.04 / .08 / -.04 / .22 / .12 / .11
Performance-avoidance goals / -.09 / .06 / -.09 / .15 / .06 / .17* / .07 / .10 / .04
Social goals / .07 / .06 / .05 / -.29 / .07 / -.27** / .27 / .11 / .12*
Step 3
Prior achievement level / .20 / .03 / .28** / -.11 / .04 / -.18** / .66 / .06 / .52**
Gender / -.04 / .07 / -.03 / -.27 / .08 / -.18** / .03 / .13 / .01
Mastery goals / .62 / .24 / .60* / -.38 / .28 / -.40 / 1.10 / .44 / .58*
Performance-approach goals / .17 / .07 / .15* / -.04 / .08 / -.04 / .18 / .12 / .09
Performance-avoidance goals / -.08 / .06 / -.08 / .14 / .07 / .17* / .06 / .10 / .04
Social goals / .02 / .07 / .01 / -.25 / .07 / -.23** / .33 / .12 / .15**
Mastery x approach / -.03 / .08 / -.03 / -.12 / .09 / -.13 / .17 / .14 / .09
Mastery x avoidance / -.01 / .07 / -.03 / .04 / .08 / .16 / -.23 / .13 / -.42
Mastery x social / .22 / .07 / .18** / -.01 / .08 / -.01 / .11 / .12 / .06
Approach x avoidance / -.10 / .06 / -.10 / .16 / .07 / .20* / .12 / .11 / .07
Approach x social / .04 / .10 / .03 / -.10 / .12 / -.11 / -.47 / .18 / -.25*
Avoidance x social / -.12 / .08 / .11 / .04 / .10 / .04 / .25 / .15 / .13
Note. ** p<.001; *p<.05
(1) R2 = .28, p<.0001 for Step 1; R2 ∆ =.26, p<.0001 for Step 2; R2 ∆ =.03, p<.005 for Step 3
(2) R2 = .12, p=<.0001 for Step 1; R2 ∆ =.13, p<.0001 for Step 2; R2 ∆ =.03, p=.17 for Step 3
(3) R2 = .42, p<.0001 for Step 1; R2 ∆ =.11, p<.0001 for Step 2; R2 ∆ =.02, p=.19 for Step 3
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Table 6
Questionnaire items adapted from previous studies
Constructs / Items / αMastery goals
(adapted from PALS) / · I study maths because I enjoy solving mathematical problems
· I study maths because I like learning new things in mathematics
· I study maths because I’m interested in it / .81
(3 items)
Performance-approach goals
(adapted from PALS) / · I study maths because I want to do better than other students in my class
· I study maths because getting a better result than other students in the maths class is important to me
· I study maths because I would like to show that I’m smarter than other students in my maths class / .82
(3 items)
Performance-avoidance goals
(adapted from PALS) / · I study maths because I do not want to show that I am incompetent in learning maths
· I study maths because I do not want others to think that I cannot do challenging maths / .70
(2 items)
Pro-social goals
(written for this study) / · I study maths because I want to work with my friends during maths lessons
· I study maths because I want to help my friend to learn mathematics
· I study maths because I want to solve mathematical problems together with my friends / .68
(3 items)
Perceived mastery structure (adapted from PALS) / · In this class, my maths teacher focuses us on learning new ideas and important concepts
· In this class, my maths teacher focuses us on understanding the materials in mathematics
· In this class, my maths teacher focuses us on how much we have improved / .71
(3 items)
Perceived performance structure (adapted from PALS) / · In this class, my maths teacher focuses us on getting higher marks in tests and examinations
· In this class, my maths teacher focuses us on getting the correct answer
· In this class, my maths teacher focuses us on getting good grades / .70
(3 items)
Perceived social structure (adapted from PALS) / · In this class, my maths teacher focuses us on helping each other to learn
· In this class, my maths teacher focuses us on working with others in a group / .73
(2 items)
Perceived teacher support (adapted from Johnson & Johnson, 1985) / · My maths teacher cares about my feelings
· My maths teacher thinks it is important to be my friend
· My maths teacher likes to help me work with other students
· My maths teacher likes me as much as he/she likes other students
· My maths teacher really cares about me / .90
(5 items)
Figure 1. Effects of mastery goals x performance-avoidance goals on perceived performance structure
Figure 2. The effects of mastery goals x pro-social goals on surface motives
Figure 3. The effect of performance-approach goals x pro-social goals on surface motives
Figure 4. The effect of mastery goals x pro-social goals on positive attitudes
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