The Relationships Among Mathematical Mindsets, Task Values, and Perceived Instructional Practices of Secondary School Students
Keywords:
Growth Mindset, Values in Mathematics Learning, Mastery-Oriented Goal, Performance-Oriented GoalAbstract
The objectives of this study were to: 1) explore secondary school students' mathematical mindset, learning values, and perceived instructional practices; and 2) investigate the relationships among these variables. 936 secondary school students from the northeastern region of Thailand were chosen for the research sample using a multistage sampling technique. The study employed various research instruments, including a 6-item mathematical mindset scale (reliability coefficient of .849), a 16-item learning value scale which evaluated attainment value, intrinsic value, utility value, and cost value (reliability coefficients of .728, .829, .754, and .799, respectively), and a 10-item perceived instructional practices which assessed mastery- and performance-oriented goals (reliability coefficients of .809 and .759, respectively). The statistics used in the study involved mean, standard deviation, and Pearson's correlation coefficient.
The results showed that students' average growth mathematical mindset score was high (= 4.55,
= 0.83). While attainment value and utility value had high average scores (
= 3.43,
= 0.66 and
= 3.45,
= 0.73, respectively), intrinsic value and cost value had moderate average scores (
= 3.32,
= 0.83 and
= 3.23,
= 0.73, respectively). The mean scores for mastery and performance oriented perceived instructional practices were moderate (
= 3.31,
= 0.71, and
= 2.90,
= 0.72, respectively). The relationship among mathematical mindset, attainment value, utility value, intrinsic value, cost value, and perceived mastery-oriented and performance-oriented instructional practices exhibited a statistically significant positive correlation at the .01 level, with correlation coefficients (r) varying from .095 to .624.
References
กระทรวงศึกษาธิการ. (2551). หลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551. โรงพิมพ์ชุมชนสหกรณ์การเกษตรแห่งประเทศไทย.
ทรงศักดิ์ ภูสีอ่อน. (2558). การประยุกต์ใช้ SPSS วิเคราะห์ข้อมูลงานวิจัย (พิมพ์ครั้งที่ 7). ตักสิลาการพิมพ์.
สถาบันทดสอบทางการศึกษาแห่งชาติ (องค์การมหาชน). (2567ก). ค่าสถิติพื้นฐานผลการทดสอบทางการศึกษาระดับชาติขั้นพื้นฐาน (O-NET) ชั้นประถมศึกษาปีที่ 6 ปีการศึกษา 2566. http://www.newonetresult.niets.or.th/AnnouncementWeb/Notice/FrBasicStat.aspx
สถาบันทดสอบทางการศึกษาแห่งชาติ (องค์การมหาชน). (2567ข). ค่าสถิติพื้นฐานผลการทดสอบทางการศึกษาระดับชาติขั้นพื้นฐาน (O-NET) ชั้นมัธยมศึกษาปีที่ 3 ปีการศึกษา 2566. http://www.newonetresult.niets.or.th/AnnouncementWeb/Notice/FrBasicStat.aspx
สถาบันทดสอบทางการศึกษาแห่งชาติ (องค์การมหาชน). (2567ค). ค่าสถิติพื้นฐานผลการทดสอบทางการศึกษาระดับชาติขั้นพื้นฐาน (O-NET) ชั้นมัธยมศึกษาปีที่ 6 ปีการศึกษา 2566. http://www.newonetresult.niets.or.th/AnnouncementWeb/Notice/FrBasicStat.aspx
สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน. (2560). ตัวชี้วัดและสาระการเรียนรู้แกนกลาง กลุ่มสาระการเรียนรู้คณิตศาสตร์ (ฉบับปรับปรุง พ.ศ. 2560) ตามหลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551. โรงพิมพ์ชุมชนสหกรณ์การเกษตรแห่งประเทศไทย.
Boaler, J. (2022). Mathematical mindsets (2nd ed.). Jossey-Bass.
Boaler, J., Dieckmann, J. A., LaMar, T., Leshin, M., Selbach-Allen, M., & Pérez-Núñez, G. (2021). The transformative impact of a mathematical mindset experience taught at scale. Frontiers in Education, 6, Article 784393. https://doi.org/10.3389/feduc.2021.784393
Boaler, J., Dieckmann, J., & Loos, R. (2023). Changing mathematical beliefs and achievement: The synergies of mindset ideas and effective teaching. Quadrante, 32(2), 195–208. https://doi.org/10.48489/quadrante.32534
Britwum, B. A., Ntow, F. D., & Smith, J. A. (2024). Influence of teaching approaches on senior high
school students' mathematical mindset. SAGE Open, 14(1), 1–10. https://doi.org/10.1177/21582440241237060
Butler, R., & Shibaz, L. (2008). Achievement goals for teaching as predictors of students’ perceptions of instructional practices and students’ help seeking and cheating. Learning and Instruction, 18(5), 453–467. https://doi.org/10.1016/j.learninstruc.2008.06.004
Dong, L., Jia, X., & Fei, Y. (2023). How growth mindset influences mathematics achievements: A study of Chinese middle school students. Frontiers in Psychology, 14, Article 1148754. https://doi.org/10.3389/fpsyg.2023.1148754
Dresel, M., Fasching, M. S., Steuer, G., Nitsche, S., & Dickhäuser, O. (2013). Relations between teachers' goal orientations, their instructional practices and students' motivation. Psychology, 4(7), 572–584. https://doi.org/10.4236/psych.2013.47083
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Psychology Press.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Dweck, C. S. (2008). Brainology: Transforming students’ motivation to learn. Independent School, 67(2), 110–119.
Dweck, C. S. (2010). Mind-sets. Principal Leadership, 10(5), 26–29.
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481–496. https://doi.org/10.1177/1745691618804166
Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135125
Elliot, A. J., & Hulleman, C. S. (2017). Achievement goals. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application 2nd ed., pp. 43–60). Guilford Press.
Hwang, S. (2019). Perception toward mathematics teachers' instructional practices and attitude toward mathematics: A mediation role of self-efficacy beliefs. Journal of Elementary Mathematics Education in Korea, 23(4), 383–403.
Khalilzadeh, S., & Khodi, A. (2021). Teachers’ personality traits and students’ motivation: A structural equation modeling analysis. Current Psychology, 40(4), 1635–1650. https://doi.org/10.1007/s12144-018-0064-4
Maehr, M. L., & Zusho, A. (2009). Achievement goal theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77–104). Routledge.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., … Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales. University of Michigan.
Saefudin, A. A., Wijaya, A., Dwiningrum, S. I. A., & Yoga, D. (2023). The characteristics of the mathematical mindset of junior high school students. Eurasia Journal of Mathematics, Science and Technology Education, 19(1), Article em2209. https://doi.org/10.29333/ejmste/12770
Scales, P. C., Van Boekel, M., Pekel, K., Syvertsen, A. K., & Roehlkepartain, E. C. (2020). Effects of developmental relationships with teachers on middle‐school students’ motivation and performance. Psychology in the Schools, 57(4), 646–677. https://doi.org/10.1002/pits.22350
Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42, 159–171. https://doi.org/10.1016/j.cedpsych.2015.06.005
Seetee, N., Chi, C., Dhir, A., & Chen, S. (2021). Validation of the science, mathematics, and English task value scales based on longitudinal data. International Journal of Science and Mathematics Education, 19, 443–460. https://doi.org/10.1007/s10763-020-10081-x
Stohlmann, M., & Yang, Y. (2024). Growth mindset in high school mathematics: A review of the literature since 2007. Journal of Pedagogical Research, 8(2), 357–370. https://doi.org/10.33902/JPR.202424437
Tiberius, V. (2018). Well-being as value fulfillment: How we can help each other to live well. Oxford University Press.
Towner, E., Chierchia, G., & Blakemore, S. J. (2023). Sensitivity and specificity in affective and social learning in adolescence. Trends in Cognitive Sciences, 27(7), 642–655. https://doi.org/10.1016/j.tics.2023.04.002
Urdan, T., & Turner, J. (2005). Competence motivation in the classroom. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 297–317). Guilford Press.
Wigfield, A., Hoa, L. W., & Klauda, S. L. (2012). The role of achievement values in the regulation of achievement behaviors. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 169–195). Routledge.
Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794
Yu, J., Kreijkes, P., & Salmela-Aro, K. (2022). Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate. Learning and Instruction, 80, Article 101616. https://doi.org/10.1016/j.learninstruc.2022.101616
