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Self-Concept, Motivational Orientation, and Help-Seeking Behavior in Mathematics: A Study of Adults Returning to High School

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Abstract

The purpose of this study was to explore relations between mathematics achievement, self-concept, goal orientation, intrinsic motivation, and help-seeking behavior among adults studying for a high school diploma. Participants in this study were 145 adults (55 males and 90 females) enrolled in nine first year high school classes for adult students at five high schools in three cities in Norway. The age of the students varied from 18 to 52 years. Data were analyzed by means of structural equation modeling. The results indicate that mathematics self-concept in adult years build strongly on achievement in school years and that it is predictive of adult students’ goal orientation, intrinsic motivation, and learning strategies. Three weakly correlated dimensions of goal orientation predicted interest and help-seeking behavior in mathematics lessons differently.

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  1. Department of Education, Norwegian University of Science and Technology, 7491, Trondheim, Norway

    Sidsel Skaalvik & Einar M. Skaalvik

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  1. Sidsel Skaalvik
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  2. Einar M. Skaalvik
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Correspondence to Sidsel Skaalvik.

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Skaalvik, S., Skaalvik, E.M. Self-Concept, Motivational Orientation, and Help-Seeking Behavior in Mathematics: A Study of Adults Returning to High School. Soc Psychol Educ 8, 285–302 (2005). https://doi.org/10.1007/s11218-005-3276-3

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