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Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement
Timothy J. Cleary
Rutgers, The State University of New Jersey
Anastasia Kitsantas
George Mason University
We extend our gratitude to the students and administration at East Windsor Middle School, in particular Lori Emmerson, for partnering with us on this project. We are also grateful for the valuable contributions made by several doctoral research assistants including Caroline Kleeman, Audrey Lubin, Jaclyn Hogrebe, Kristen Axelsen, Arielle Gartenberg, Bittany Velardi, Bracha Schnaidman, and Erica Pawlo.
Correspondence concerning this article should be addressed to Timothy J. Cleary, Rutgers, The State University of New Jersey, 152 Frelinghuysen Road, Piscataway, NJ 08854; e-mail:
Timothy J. Cleary is an associate professor in the Department of Applied Psychology in the Graduate School of Applied and Professional Psychology at Rutgers, The State University of New Jersey. His primary research interests include the development and application of self-regulated learning (SRL) and motivation assessment and intervention practices across academic, athletic, and clinical contexts. Dr. Cleary also provides coaching and professional development training to school districts regarding best practices in motivation and SRL.
Anastasia Kitsantas is professor of educational psychology in the College of Education and Human Development at George Mason University. Her research focuses on the role of self-regulation on learning and performance across diverse areas of functioning, including academics, athletics, and health. She is particularly interested in the development of student SRL and motivation.
Associate Editor: Erin Dowdy
The primary purpose of the current study was to use structural equation modeling to examine the relations among background variables (socioeconomic status, prior mathematics achievement), motivation variables (self-efficacy, task interest, school connectedness), self-regulated learning (SRL) behaviors, and performance in middle school mathematics courses. Of particular interest was examining the mediation roles of both self-efficacy and SRL behaviors. Data about three types of motivation beliefs (self-efficacy, task interest, connectedness) were obtained from 331 middle school students using self-report questionnaires, while information regarding student SRL behaviors was obtained from teacher ratings. Structural equation modeling analyses revealed an acceptable fit of the data to the proposed model. In addition to the overall model explaining 51% of the variance in mathematics performance, a key finding was that both cognitive (i.e., self-efficacy) and behavioral (i.e., SRL) latent factors served as key mediators in the model, with each of these factors exhibiting unique effects on mathematics performance after controlling for prior achievement. Furthermore, each of the three motivation beliefs played an important role in the model, particularly regarding the explanation of SRL behaviors. Directions for future research and implications for practice are discussed.
Received: April 14, 2016; Accepted: August 3, 2016;
Copyright 2017 by the National Association of School Psychologists
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