Abstract
This study examined the influences of growth mindset and math learning motivation on students’ online learning engagement. A sample of 1649 middle school students participated in the study. The findings suggested that cognitive presence and task-involved motivation played a driving role in students’ online learning engagement and that task-involved motivation indirectly affected their online learning engagement through teaching presence and cognitive presence. Self-concept of mathematics ability and ego-involved motivation also impacted engagement and three presences with different estimates. At the same time, growth mindset significantly affected teaching presence, cognitive presence, and online learning engagement. These findings imply that in the process of mathematics teaching, teachers should consciously facilitate students’ math learning motivation, especially task-involved motivation, to improve students’ learning engagement. In addition, teachers should encourage students to be positive about their ability, foster students’ teaching presence through abundant teaching interventions, and encourage students to think deeply about mathematical problems to develop students’ cognitive presence, ultimately improving students’ learning engagement. Future research should consider the impact of the relationship between motivation and students’ growth mindset.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Yan, L., Whitelock-Wainwright, A., Guan, Q., Wen, G., Gašević, D., Chen, G.: Students’ experience of online learning during the COVID-19 pandemic: a province-wide survey study. British J. Educ. Technol. J. Council Educ. Technol. 52(5), 2038–2057 (2021)
Fisher, R., Perényi, Á., Birdthistle, N.: The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Act. Learn. High. Educ. 22(2), 97–113 (2018)
Zhao, H., Xiong, J., Zhang, Z., Qi, C.: Growth mindset and college students’ learning engagement during the COVID-19 pandemic: a serial mediation model. Front Psychol. 12 (2021). https://doi.org/10.3389/fpsyg.2021.621094
Liu, B., Zhang, Y.L., Liu, J.L.: Study on the effect of teacher support on online learners’ learning engagement. China Educ. Technol. 157(11), 63–68, 80 (2017)
Dunn, T.J., Kennedy, M.: Technology enhanced learning in higher education; motivations, engagement and academic achievement. Comput. Educ. 137(104), 104–113 (2019)
Kuo, T.M., Tsai, C.-C., Wang, J.-C.: Linking web-based learning self-efficacy and learning engagement in MOOCs: the role of online academic hardiness. Internet High. Educ. 51, (2021)
Sun, J.C.-Y., Rueda, R.: Situational interest, computer self-efficacy and self-regulation: their impact on student engagement in distance education. Br. J. Edu. Technol. 43(2), 191–204 (2011)
Garrison, D.R., Anderson, T., Archer, W.: Critical inquiry in a text-based environment: computer conferencing in higher education. Internet High. Educ. 2(2), 87–105 (2000)
Hu, S., Kuh, G.D.: Being (dis)engaged in educationally purposeful activities: the influences of student and institutional characteristics. Res. High. Educ. 43(5), 555–575 (2002)
Khe, F.H.: Promoting engagement in online courses: what strategies can we learn from three highly rated MOOCS. Br. J. Edu. Technol. 47(2), 320–341 (2016)
Jennifer, A.F.: School engagement: potential of the concept, state of the evidence. Rev. Educ. Res. 74(1), 59–109 (2004)
Huizenga, J., Admiraal, W., Akkerman, S., Ten, D.G.: Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game. J. Comp. Assisted Learn. 25(4), 332–344 (2009)
Barak, M., Watted, A., Haick, H.: Motivation to learn in massive open online courses: examining aspects of language and social engagement. Comput. Educ. 94, 49–60 (2016)
Dweck, C.S.: Development of Achievement Motivation. In: Wigfield, A., Eccles, J. (eds.) Academic Press, New York (2002)
Pitt, E., Bearman, M., Esterhazy, R.: The conundrum of low achievement and feedback for learning. Assess. Eval. High. Educ. 45(2), 1–12 (2020)
Zhao, Q., Zhang, J., Vance, K.: Motivated or paralyzed? Individuals’ beliefs about intelligence influence performance outcome of expecting rapid feedback. Learn. Individ. Differ. 23, 168–171 (2013)
Dweck, C.S.: Mindset: Changing the Way You Think to Fulfil Your Potential, 6th edn. Hachette, UK (2017)
Yeager, D.S., et al.: Using design thinking to improve psychological interventions: the case of the growth mindset during the transition to high school. J. Educ. Psychol. 108(3), 374–391 (2016)
Muenks, K., Yan, V.X., Woodward, N.R., Frey, S.E.: Elaborative learning practices are associated with perceived faculty growth mindset in undergraduate science classrooms. Learn. Individual Diff. 92, 102088 (2021)
O'Rourke, E., Haimovitz, K., Ballweber, C., Dweck, C., Popovi'c, Z.: Brain points: a growth mindset incentive structure boosts persistence in an educational game. In: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 3339–3348 (2014)
Kizilcec, R. F., Goldfarb, D.: Growth mindset predicts student achievement and behavior in mobile learning. In: Proceedings of the Sixth (2019) ACM Conference on Learning, pp. 1–8. (2019)
Nordin, K., Broeckelman-Post, M.A.: Can I get better? Exploring mindset theory in the introductory communication course. Commun. Educ. 68(1), 44–60 (2019)
Chen, Y.: Effect of mobile augmented reality on learning performance, motivation, and math anxiety in a math course. J. Educ. Comput. Res. 57(7) (2019)
Aunola, K., Leskinen, E., Nurmi, J.-E.: Developmental dynamics between mathematical performance, task motivation, and teachers’ goals during the transition to primary school. Br. J. Educ. Psychol. 76(1), 21–40 (2006)
Rao, N., Moely, B.E., Sachs, J.: Motivational beliefs, study strategies, and mathematics attainment in high- and low-achieving Chinese secondary school students. Contemp. Educ. Psychol. 25(3), 287–316 (2000)
Liu, H., Yao, M., Li, J., Li, R.: Multiple mediators in the relationship between perceived teacher autonomy support and student engagement in math and literacy learning. Educ. Psychol. 41(2), 1–21 (2021)
Luo, W., Lee, K., Ng, P.T., Ong, J.X.W.: Incremental beliefs of ability, achievement emotions and learning of Singapore students. Educ. Psychol. 34(5), 619–634 (2014)
Deng, L., Wu, S., Chen, Y., Peng, Z.: Digital game-based learning in a Shanghai primary-school mathematics class: a case study. J. Comput. Assist. Learn. 36(5), 709–717 (2020)
Garrison, D.R., Anderson, T., Archer, W.: Critical inquiry in a text-based environment: computer conferencing in higher education. Internet High. Educ. 2(2–3), 87–105 (1999)
Akyol, Z., Garrison, D.R.: The development of a community of inquiry over time in an online course: understanding the progression and integration of social, cognitive and teaching presence. J. Asynchron. Learn. Networks 12(3–4), 3–22 (2008)
Anderson, T., Rourke, L., Garrison, D.R., Archer, W.: Assessing teaching presence in a computer conferencing context. J. Asynchron. Learn. Networks 5(2), 1–17 (2001)
Kozan, K., Richardson, J.C.: Interrelationships between and among social, teaching, and cognitive presence. Internet High. Educ. 21, 68–73 (2014)
Garrison, D.R.: Communities of inquiry in online learning. 2nd edn. In: Rogers, P.L., Berg, G.A., Boettcher, J.V., Howard, C., Justice, L., Schenk, K.D., Hershey (eds.) Encyclopedia of Distance Learning (2009)
Sun, Y., Franklin, T., Gao, F.: Learning outside of classroom: exploring the active part of an informal online English learning community in China. Br. J. Edu. Technol. 48(1), 57–70 (2015)
Garrison, D.R., Cleveland-Innes, M., Fung, T.S.: Exploring causal relationships among teaching, cognitive and social presence: student perceptions of the community of inquiry framework. Internet High. Educ. 13(1–2), 31–36 (2010)
Wu, W.-C.V., Chen Hsieh, J.S., Yang, J.C.: Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educ. Technol. Soc. 20(2), 142–157 (2017)
Armellini, A., De Stefani, M.: Social presence in the 21st century: an adjustment to the community of inquiry framework. Br. J. Edu. Technol. 47(6), 1202–1216 (2015)
Saw, K.G., et al.: The videoconferencing learning environment: technology, interaction and learning intersect. Br. J. Edu. Technol. 39(3), 475–485 (2008)
Dweck, C.S.: Mindset: the new psychology of success. Inventors Digest (2006)
Stenbom, S.: A systematic review of the community of inquiry survey. Internet High. Educ. 39, 22–32 (2018)
Acknowledgement
Yuqin Yang acknowledges the financial support from the National Natural Science Foundation of China (Grant No. 62107020), Ministry of Education of the People’s Republic of China (Grant No. 21YJA880078), and Province-Level and University-level Educational Reformation Research (2021091, CCNUTEIII 2021-11, ZNXBJY202108) of Hubei Province and Central China Normal University, China. We thank the students for their participation.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 Springer Nature Switzerland AG
About this paper
Cite this paper
Yu, Z., Zheng, Z., Yang, Y., Li, Q. (2022). Research on the Influencing Factors and Mechanisms of Math Learning Motivation on Online Learning Engagement. In: Li, R.C., Cheung, S.K.S., Ng, P.H.F., Wong, LP., Wang, F.L. (eds) Blended Learning: Engaging Students in the New Normal Era. ICBL 2022. Lecture Notes in Computer Science, vol 13357. Springer, Cham. https://doi.org/10.1007/978-3-031-08939-8_17
Download citation
DOI: https://doi.org/10.1007/978-3-031-08939-8_17
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-08938-1
Online ISBN: 978-3-031-08939-8
eBook Packages: Computer ScienceComputer Science (R0)