| This study examined relationships between motivation and achievement in the Algebra I classroom. In particular, correlations between the motivational variables used in the Commitment and Necessary Effort (CANE) model of cognitive motivation and performance on a novel mathematics problem were examined for differences related to gender, race, and grade level.; Subjects for the study were 490 students enrolled in a first year Algebra class at either a middle school or a high school. The research was conducted during the spring semester of 2001.; A 33-item instrument was used to measure students' motivation. The students were asked to solve one of two novel mathematics problems. Immediately after completing the problem, the students were asked to complete the motivation survey.; Data analysis procedures included descriptive means, multiple regression analysis, Pearson product-moment correlation and analysis of variance (ANOVA). Results from the data analysis showed no significant correlation between motivation and performance on the novel mathematics problem. There were significant grade-level differences in motivation but no race-related differences. This research failed to find significant correlations between the motivation variables of the CANE model and achievement.; Future research should incorporate qualitative methods in analyzing the relationship between the CANE model and achievement. In addition, there is a need for better methods of measuring persistence and mental effort. |
