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1995•Journal for Research in Mathematics EducationRequires access

A Study of Intrinsic Motivation in the Mathematics Classroom: A Personal Constructs Approach

James A. Middleton

Open publisher page 131 citations

Abstract

This article examines the relationship between teachers' and students' personal constructs with regard to intrinsic motivation in the mathematics classroom. The research focused on (a) the ways in which teachers attempted to build student motivation into their lessons and (b) the belief systems of teachers as compared to those of their students. In a repertory grid task, students and teachers were asked to distinguish what they believed makes mathematics motivating.

About this research paper

What this paper is about

This article examines the relationship between teachers' and students' personal constructs with regard to intrinsic motivation in the mathematics classroom. The research focused on (a) the ways in which teachers attempted to build student motivation into their lessons and (b) the belief systems of teachers as compared to those of their students. In a repertory grid task, students and teachers were asked to distinguish what they believed makes mathematics motivating.

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OpenAlex reports 131 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

This article examines the relationship between teachers' and students' personal constructs with regard to intrinsic motivation in the mathematics classroom. The research focused on (a) the ways in which teachers attempted to build student motivation into their lessons and (b) the belief systems of teachers as compared to those of their students. In a repertory grid task, students and teachers were asked to distinguish what they believed makes mathematics motivating.

Key concepts: Mathematics education, Repertory grid, Goal theory, Intrinsic motivation, Task (project management), Psychology, Pedagogy, Social psychology

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