Content Common and Specific Processes in the Relationship between Abilities in Mathematical Problem Solving and Motivation

Abstract

This study aimed to examine the content common and specific processes in the relationship between abilities in high school math problem solving and motivation. A questionnaire survey was administered to 171 first-year students at a private high school. The following four findings were obtained: (1) students with higher mastery goal in learning both vector and sequence had a higher emotional engagement, resulting in higher problem-solving abilities common to both vector and sequence; (2) students a with higher performance goal in learning both vector and sequence had a higher behavioural engagement, resulting in higher-problem solving abilities common to both vector and sequence, but the contribution of performance goal to the abilities was smaller than that of mastery goal; (3) students with a higher mastery goal in learning vector had a higher emotional and behavioural engagement, resulting in higher vector-specific problem-solving abilities; (4) sequence-specific problem-solving abilities were nor associated with achievement goals and engagement.