Motivational influences on senior secondary school mathematics course choice: A Situated Expectancy-Value Theory perspective

Abstract

Given the growing demand for qualified professionals in Science, Technology, Engineering and Mathematics, the trend in upper secondary mathematics participation away from advanced levels of mathematics is a concerning one. Many students choose to select a level of mathematics lower than their ability level, and girls continue to be underrepresented in advanced courses despite similar levels of previous achievement. This study examined the motivating factors behind such decisions for senior secondary students in the state of New South Wales, Australia. It is guided by the situated expectancy-value framework and utilises a mixed-methods design. In the quantitative phase, surveys of Year 10 students (n = 521) were administered to measure a range of motivational variables, and a latent profile analysis examined subgroups of adolescents with motivations characterised by unique patterns of expectancies, values and costs. Three distinct profiles were identified and validated statistically. In the qualitative study that followed, semi-structured interviews (n = 18) were conducted with students representing each profile group, which determined the degree of fit of the profile descriptions. Students in the profile characterised by the highest expectancies and values were most likely to attempt more difficult levels of mathematics and choose a level of mathematics in alignment with their level of ability. Gender was found to be an antecedent to profile membership, with girls more likely to be in the most deleterious motivational profile. Findings highlighted the fluid nature of motivational states and shed light on the ways in which educational practitioners can enhance mathematics motivation and increase participation at the higher levels.