AFFECT, MOTIVATION, AND ENGAGEMENT IN THE CONTEXT OF MATHEMATICS EDUCATION: TESTING A DYNAMIC MODEL OF INTERACTIVE RELATIONSHIPS

The present study tested the interactive model of affect, motivation, and engagement (Linnenbrink, 2007) in mathematics education with a nationally representative sample. Self-efficacy, self-concept, and anxiety were indicators of pleasant and unpleasant affect. Intrinsic and extrinsic motivation were indicators of mastery and performance approach. Persistence and cognitive activation were indicators of behavioral and cognitive engagement. The 2012 Programme for International Student Assessment (PISA) supplied a sample of 4,978 students from the United States for structural equation modeling. The results indicated that PISA data overall supported the interactive model. Specifically, PISA data completely supported the specification of the relationship between motivation and affect, largely supported the specification of the relationship between affect and engagement, but failed to support the specification of the relationship between motivation and engagement. Finally, PISA data largely supported the specification of the mediation effects of affect on the relationship between motivation and engagement