As humans, we like to compare—be it comparing our experiences in different contexts or comparing ourselves to others. In schools, students do the same, measuring themselves against their classmates or how they perform in one subject compared to another.
– Past studies have showed that when students compare their achievements, it impacts their confidence. For example, students who realized that their grades in math is higher than in languages ended up feeling less confident in languages; and the other way around too, explains doctoral researcher Kezia Olive.
– We wanted to know whether comparison of achievement also impact students’ motivation, such as their interest and how they value their studies. We asked for students’ grades in math and Finnish language in Grade 7 and followed it with a questionnaire on their motivation in Grade 8.
Data for the study was collected among 1 325 Finnish students from 31 middle schools during a longitudinal study.
Students’ motivation is affected by achievement and social influences
The study revealed that students' motivation in a more academic subject such as math is affected by comparing their performance to language studies.
– If during Grade 7 a student had higher grades in Finnish language compared to math, they reported liking math less and finding math more exhausting in Grade 8.
The study shows that no matter the subject, students are likely to have more interest, find the subject more important and useful, and less taxing when they have higher achievement in that subject compared to their peers. They seem to think of it as "I like math more because I have high grades in math.”
However, students’ values may also depend on their context – for example, when students evaluate a subject’s importance for them or its usefulness for their future. In this case, student’s previous grade in math doesn't affect whether they see Finnish as more important or useful for their future.
– These values of personal importance and usefulness develop more based on social influences. We know that when it comes to students' understanding of "who they are", adolescence is a time when they are still shaping and developing that. They may not yet have a full idea of what defines their identity and what might be their future. In that sense, they may rely more on their surroundings to inform them about this.
Moreover, girls outperform boys in math and Finnish, as is demonstrated by Finland’s PISA results as well.
– Yet this did not affect girls’ motivation directly. Girls still reported disliking math more than boys, regardless of their higher achievement.
Reframing achievements for students, teachers and parents
Given the impact of achievements on students' motivation and values for academic subject such as math, it is important to help students reframe their achievements.
– It is easy for students to frame their “successes” and “failures” as an indicator of whether they were born with the right talent for such subjects. This easily leads to less interest and debilitating self-beliefs.
– We need to support students to frame their achievement as learning opportunities which can be improved to support them reach their best potential.
Girls and boys seem to develop different motivation for math and language regardless of their achievement. This difference is likely to be related to societal expectations.
– The ongoing gender segregation, especially in the fields of science, technology, engineering and mathematics remains an issue if we take students' performance as the only indicator of engagement. Higher performance is not a guarantee that these students will decide to continue studying and working in these fields.
– We may need to have further investigation on how critical relationships in students' life affect how they develop their academic beliefs. This could include parental feedback and expectations, differential teacher support, which may communicate differential expectations and opportunities for boys and girls.
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