중⋅고등학생의 수학에 대한 기대-가치-비용 프로파일 예측요인 및 수업참여와 학업성취의 차이 = The predictors of the expectancy-value-cost latent profile of mathematics in middle and high school students and the differences between engagement and academic achievement

다국어 초록 (Multilingual Abstract)

This study adopts a person-centered approach based on expectancy-value theory to examine the characteristics of middle and high school students’ latent profiles according to their expectancy-value-cost beliefs about mathematics, Furthermore, we verified whether gender and school level predict the latent profile, this study examined the differences in engagement and academic achievement levels according to each latent profile. A latent profile analysis (LPA) of 507 middle and high school students revealed the following: First, expectancy-value-cost was categorized into four profiles: “Low expectancy-value/high opportunity cost”, “High expectancy-value/low opportunity cost”, “Moderate expectancy-value-cost”, and “Low intrinsic-high attainment-high cost”. Second, gender and school level were identified as predictors of latent profiles in mathematics subjects, with male students being more likely to be classified in “Low expectancy-value/high opportunity cost”, “High expectancy-value/low opportunity cost”, and “Moderate expectancy-value-cost” in mathematics, while female students more in “Low intrinsic-high attainment-high cost”. At the school level, middle school students were more likely to be classified as “High expectancy-value/low opportunity cost”, and high school students as “Low expectancy-value/high opportunity cost” and “Moderate expectancy-value-cost”. Lastly, verifying the differences in engagement and academic achievement levels according to each profile revealed that all were significant. In addition, students with “High expectancy-value/low opportunity cost” had the highest level of engagement and academic achievement, followed by “Moderate expectancy-value-cost”, “Low intrinsic-high attainment-high cost”, and “Low expectancy-value/high opportunity cost”.
Educational impact and implications : By deriving a motivation profile that combines costs with expectancy and task values, this study demonstrated the possibility that cost would appear with positive task values. The significance of this study lies in the examination of the complex and multifaceted motivational needs of middle and high school students. Our findings provide implications for academic outcomes and motivation-enhancing intervention strategies through students’ perception of expectancy, values, and costs of mathematics subjects, and provide basic data for discussing methods for effective educational application.

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