Dynamics between student vs. teacher perceptions of mathematics task-orientation and mathematics performance among adolescents
Björn, P. M., Räikkönen, E., Aunola, K., & Kyttälä, M. (2017). Dynamics between student vs. teacher perceptions of mathematics task-orientation and mathematics performance among adolescents. Learning and Individual Differences, 55, 21-28. https://doi.org/10.1016/j.lindif.2017.02.005
Published inLearning and Individual Differences
© 2017 Elsevier Inc. This is a final draft version of an article whose final and definitive form has been published by Elsevier. Published in this repository with the kind permission of the publisher.
This study examined the dynamics between perceptions of mathematics task-orientation and mathematics performance among Finnish adolescents over a period of two last years of secondary school. Task-orientation in math was assessed at the beginning of grade 8 and again at the end of grade 9 using both student and teacher-reports. At the same time points, students' mathematics performance was evaluated via standardized test. The cross-lagged associations of task-orientation and mathematics performance were examined taking account the possible impacts of general cognitive ability, technical reading skills, reading comprehension and gender. The results showed that a high level of mathematics performance in the beginning of 8th grade positively influenced student-rated task orientation at the end of secondary school. In turn, the anticipated reciprocal relationship between task orientation and mathematics manifested particularly in the model with teacher-rated task orientation. Implications for practice are discussed. ...
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