The relations among motivational, strategy use, and performance constructs were similar across mathematics, English, and social studies¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Zero-order correlations among the constructs showed similar patterns across the three subject areas, with strategy use variables correlating especially strongly across domains (r's between 0.85 and 0.90). → Wolters 1998 q2 i? The same predictors were significant in all three subject areas, with similar amounts of variance explained in each outcome. → Wolters 1998 (2)

Evidence¶

Wolters 1998¶

Wolters, C.A. & Pintrich, P.R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science 26: 27–47. https://doi.org/10.1023/a:1003035929216

q2 · i? · associational · r2

Zero-order correlation analysis within the 545-student survey found "The correlations among the cognitive strategy use and regulatory strategy use variables across subject areas were especially large", and the pattern of relations was similar across subjects.

"The correlations among the cognitive strategy use and regulatory strategy use variables across subject areas were especially large (r’s between 0.85 and 0.90), indicating that students tended to report similar levels of strategy use across all three domains."

Wolters 1998 (2)¶

Wolters, C.A. & Pintrich, P.R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science 26: 27–47. https://doi.org/10.1023/a:1003035929216

q2 · i? · associational · r2

Comparing the nine regression equations in the same survey, "the amount of variance explained by the motivational variables and gender" in each outcome "were very similar across all three subject areas", with no differences in which predictors were significant.

"the amount of variance explained by the motivational variables and gender in students’ cognitive strategy use, regulatory strategy use and performance were very similar across all three subject areas."

Discussion¶

Related Claims¶

• Cognitive strategy use was highest in social studies and lowest in mathematics, and females reported more use than males — related
• Task value predicted cognitive and regulatory strategy use but not classroom grades, whereas self-efficacy predicted grades in all three subjects — related
• Regulatory strategy use and classroom grades showed no subject-area differences, though females received higher grades than males — related
• Test anxiety was highest in social studies and lowest in English, with the pattern differing by gender — related
• Self-efficacy positively and test anxiety negatively predicted classroom grades, while test anxiety positively predicted cognitive strategy use but negatively predicted regulatory strategy use — related
• Task value was higher for mathematics than for English and social studies for both genders, with gender differences only in the English–social studies comparison — related
• Achievement scores correlate very strongly across the three domains while enjoyment correlations are small to medium — related
• Motivational constructs explain more variance in school grades than in standardized test scores — related