The role of expectancy-value theory in upper-secondary level students’ decisions to avoid the study of advanced mathematics
Bibliographic Data
| ID | 21530679 |
|---|---|
| Authors | Paraic Treacy (0000-0002-6447-1798, Department of Mathematics & Computer Studies, Mary Immaculate College, University of Limerick, Thurles, Ireland, corresponding author), Niamh O’Meara (0000-0002-6959-2783, EPISTEM, University of Limerick, Limerick, Ireland), Mark Prendergast (0000-0002-1766-7421, University College Cork) |
| Year | 2024 |
| Volume | 43 |
| Issue | 4 |
| Pages | 1175-1188 |
| Publication date | 2024-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Irish Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0332-3315 • E-ISSN: 1747-4965 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03323315.2023.2200420 |
| OpenAlex | W4367053895 |
| Language | EN |
| Citations received | 3 |
| References cited | 15 |
Widening and increasing participation in advanced mathematics studies at upper-secondary level (age 16–18) is a significant challenge for most education systems. Policy makers in Ireland have attempted to address this challenge over the past decade by introducing an incentive to encourage students to study advanced mathematics. This study examines the reasons why students, who would appear to have sufficient prior achievement to enable them to engage in advanced mathematics studies at upper-secondary level, opted not to do so even with the presence of this incentive. Responses to questionnaires completed by 183 students in 10 secondary schools across Ireland were analysed. This analysis indicated that these students tended to avoid engaging in advanced mathematics study at upper-secondary level for a range of reasons. Most cited the expectation that they would struggle or had struggled too much with advanced mathematics. Other commonly cited reasons included the amount of time and effort required to engage effectively in the study of advanced mathematics and the impact this would have on time available to study other subjects
Connected Mathematics · Core-Plus Mathematics Project · Economics · Expectancy theory · Incentive · Mathematics education · Education, Achievement, and Giftedness · Mathematics · Mathematics Education and Programs · Psychology · School Choice and Performance · Social Psychology
Research Methods in Education
From expectancy-value theory to situated expectancy-value theory
Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics
Exploring Students’ Perceptions and Experiences of the Transition Between Gcse and as Level Mathematics
Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans
Pisa and policy-borrowing
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |