Motivation in Mathematics (MoMa)
Mathematical competencies are core competencies that play a crucial role for students’ educational and occupational success. It is therefore important to foster
students’ engagement with math in the school context, especially given that many adolescents do not see the usefulness of math for their future lives. The project Motivation in Mathematics (MoMa) aims at developing and testing interventions to foster students’ motivation to learn mathematics.
These interventions draw on expectancy-value-theory of achievement motivation by Eccles et al. (1983) as one of the best-established motivational theories. It assumes that students’ achievement-oriented behavior is influenced by students’ expectancy of success (“Can I do it?”) and their subjective task value (“Why should I do it?”).
Fig.: Expectancy-value theory of achievement motivation (Eccles et al., 1983)
Interventions based on expectancy-value-theory aim to foster students’ task value by increasing the perceived usefulness of the learning material for students’ lives. In our studies, we test utility value interventions in the classroom setting to answer the following questions:
- Which approaches are best suited to foster students’ utility value?
- How can utility value interventions be effectively implemented in the classroom setting?
- Do utility value interventions also have beneficial effects on students’ engagement and achievement in mathematics?
- University of Tübingen, Program for the Promotion of Junior Researchers (2017-2018)
- Baden-Württemberg Foundation, Postdoctoral Fellowship for Leading Early Career Researchers (2016-2018)
- German Research Foundation (2012-2015)