Individual differences in fifth graders' math motivation – stability and change across the school year

This study explores stability and change in mathematics motivational profiles (expectancies, values, costs) among fifth graders (N = 583) across one school year. Latent profile and transition analyses distinguished five profiles: High cost (low self-concept and interest, exceptionally high costs), Less motivated (low self-concept and interest, high costs), Indifferent (lowered interest, elevated costs), Moderately motivated (moderate motivation) and Positively motivated (high self-concept and interest, low costs). While many students reported stable patterns of motivational beliefs, 40 % experienced positive or negative shifts in their profile membership. Positively motivated students, overrepresented by boys, performed highest in mathematics. Conversely, more girls belonged to the High cost profile, which performed the lowest. Neither gender nor performance was related to changes in profile membership. These findings highlight that students' motivational beliefs are malleable even within short periods, and that schools should not only support motivation but also try to prevent math-related costs among this age group. Educational relevance and implications statement: This study gives an insight into fifth graders' math motivation by identifying motivational profiles that consider both positive and negative aspects of motivation. Furthermore, examined how these profiles change over one school year as well as their relations to math performance and gender. We identified five different motivational patterns among fifth graders and saw that the most prominent dimensions of motivation were self-concept, interest, and costs (emotional and effort cost). Therefore, effort should be put, already in primary school, toward strengthening students' beliefs in their abilities, increasing interest, and limiting the negative experiences of math to prevent declines in motivation. As often proven before, students with positive motivation (i.e., high self-concept, interest, and low costs) performed better in math tests than students with negative motivation (i.e., low self-concept, interest, and high costs). Students were also seen to transition from one profile to either a more positive or negative profile during one school year, indicating that it is possible for educators to enhance motivation, but also that declines in motivation can occur during short time periods. Additionally, special emphasis should be put on enhancing girls' motivation, as they were at greater risk of being negatively motivated.