| The purpose of this dissertation is to examine the relationship among standardized test scores, classroom grades, and expectancy--value factors. In this study, differences in these factors were analyzed by mathematics course (i.e., geometry and Algebra 2). The literature indicates that researchers have often used factors that incorporated only part of the expectancy--value theory model of motivation. Additionally, although it has been shown that expectancy--value factors affect mathematics standardized test scores and classroom achievement, there has been no investigation of how these factors affect different mathematics courses. The present study investigated variables in the entire expectancy--value theory model to determine differences in student motivation for algebra and geometry. The sample of this study came from a large, diverse public high school ( N = 300). Analysis included preliminary demographics analysis, multiple hierarchical regression models, and a 2 x 2 factorial multivariate analysis of variance (MANOVA). Results of this study suggest that expectancy--value factors, particularly prior achievement and self-concept, impacted student achievement algebra and geometry differently. Furthermore, expectancy--value factors affected standardized test scores and classroom grades differently for each subject. This study marks the beginning of a trend of research that zooms in the lens of expectancy--value theory to focus on specific courses and topics rather than on broad subject areas. |
