Browsing by Author "Saarentaus, Elina"

This study focused on the relations of interest and self-efficacy beliefs of students. The aim was to specify how interest and self-efficacy beliefs are independently and reciprocally related to mathematical performances, and conversely, how changes in achievements influence changes in motivation. Theories that support the developmental tendencies of interest and self-efficacy are emphasized in the theoretical frame. Previous studies have shown that individual levels of interest and self-efficacy beliefs significantly influence learning. Research concerning the interaction effects of the factors has been scarce. In addition, the research on the motivational factors has mostly been quantitative. This study aims to complement the existing conceptual and methodological approaches. The study was conducted by qualitative methodological principles. Six (6) students participated for the interviews. They were selected from a larger sample of student participants based on their achievements in mathematics. The interviews were executed with a semi-structured interview method. The data were analyzed by using content analysis. The research was explorative within its topic and hence, the analysis was not based on any preconceived hypotheses. The individual manifestations of interest and self-efficacy in relation to students' mathematical performances were highlighted in the explorative analysis of this study. The experiences reflected the interactive relationships of the particular motivational factors; with each other and in respect of math performances. According to the views of the students, changes in one phenomenological factor commonly result in changes in another. Within the individual perspectives of this study, no general conclusions can be drawn. However, the previously empirically established significances of interest and self-efficacy in learning were reflected in the experiences of the interviewed students. The interconnection of the motivational factors in relation to mathematics is essential to consider in education. Their predisposition for change offers opportunities to generate new learning experiences, which then again, may improve the feelings of interest and self-efficacy of even older students in relation to mathematical learning.