Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity

The purpose of this study is to evaluate the domain specificity of multidimensional motivation and engagement (adaptive cognitions, adaptive behaviors, impeding/maladaptive cognitions, maladaptive behaviors) in mathematics, English and science high school subjects, with an additional focus on three...

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Bibliographic Details
Published inLearning and individual differences Vol. 17; no. 3; pp. 269 - 279
Main Authors Green, Jasmine, Martin, Andrew J., Marsh, Herbert W.
Format Journal Article
LanguageEnglish
Published Elsevier Inc 01.01.2007
Elsevier
Subjects
Academic Aspiration
Construct Validity
Context Effect
Domain-specificity
Engagement
English Instruction
Factor Analysis
High Schools
Individual Differences
Mathematics Education
Motivation
Multidimensional Scaling
Science Education
Student Motivation
Student Participation
Motivation
Engagement
Domain-specificity
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Summary:The purpose of this study is to evaluate the domain specificity of multidimensional motivation and engagement (adaptive cognitions, adaptive behaviors, impeding/maladaptive cognitions, maladaptive behaviors) in mathematics, English and science high school subjects, with an additional focus on three key educational correlates (educational aspirations, class participation, enjoyment of subject). Based on a sample of 1801 students from six Australian high schools, confirmatory factor analysis offered modest support for the domain specificity of motivation and engagement (as measured by the Motivation and Engagement Scale — High School: MES-HS) across three distinct high school subject areas and also in relation to the three key educational correlates. Interestingly, the level of specificity varied as a function of the particular academic motivation construct. For example, between-subject correlations for more ‘state-like’ constructs such as ‘valuing of school subject’ were relatively lower, whereas correlations for more ‘trait-like’ constructs such as ‘anxiety’ were relatively higher suggesting that the latter is relatively more general across mathematics, English and science. The implications of these findings for future practice and research are discussed.
ISSN:1041-6080
1873-3425
DOI:10.1016/j.lindif.2006.12.003