Motivational Implications Of Ability Grouping In Sixth-grade Mathematics: A Strong Inference Approach To Theories Of Achievement Motivation (social Comparison, Self-concept, Expectancies).

Abstract

The hypothesis is examined that between-classroom ability grouping will shift students' expectancies for success in mathematics toward an intermediate level (near .50) by limiting students' opportunities for social comparison to classmates of similar academic ability. Contingent on this hypothesized effect, alternative hypotheses are derived from theories of achievement motivation to account for interactive effects of ability grouping practices and individual differences in achievement motives on students' performance level, persistence, and interest in mathematics. The analysis represents a strong inference approach to theories of achievement motivation insofar as derivations from theories proposed by Atkinson (1957), Weiner (1972), Trope (1975), and Raynor (1969) lead to mutally exclusive predictions about student motivation and behavior as a function of ability grouping conditions. The sample consists of a near census of sixth graders (N = 580) in a public school district where three types of ability grouping in mathematics are present: heterogeneous classrooms with and without within-classroom grouping, and homogeneous classrooms with between-classroom grouping. Clear evidence of the reliability and discriminant validity of self-report measures of achievement motives, expectancies, and values is presented. Regression analyses support the hypothesis that achievement expectancies (particularly the component of expectancies identified as self-concept of math ability) will center near a normatively intermediate level given between-classroom ability grouping. Effects of ability grouping on achievement expectancies depend on student gender: Within-classroom grouping is particularly detrimental to the self-concept of high ability girls; between-classroom grouping is not. Although social comparison moderates effects of ability grouping on achievement expectancies, the form of the interaction is inconsistent with the role hypothesized for social comparison. Ability grouping and individual differences in achievement motives produce strong main and interactive effects on students' grades in mathematics, rated effort, positive affect, and intentions to take optional mathematics courses. The form of certain interactions can only be explained with derivations from Atkinson's motivational theory; others can only be explained with derivations from either Weiner's or Raynor's theory. The forms of several other motive-by-ability-grouping interactions are inconsistent with derivations from all theories of achievement motivation under consideration. Implications of this result for the comparison of theories are discussed.