Tímarit um menntarannsóknir - 01.01.2008, Side 26

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Tímarit um menntarannsóknir, 5. árgangur 2008
were to a large extent based on expectancy-value
theory and self-efficacy theory, putting the
focus on students’ expectations and their
valuing of schooling and learning, perceptions
of ability, perceptions of studying different
subjects, and perceptions of themselves as
learners. This theoretical framework also
guided the development of the questionnaires
for parents as well as questions concerning
social background factors. A research assistant
interviewed students in grade one and filled
out a questionnaire based on their responses.
In the other grades, the questionnaires were
administered by the research team. The
population of students and parents in this study
was 1310 for each group (parents 1310 and
students 1310). The response rate was 76.5%
for students and 81.4% for parents.
Findings
The findings suggest that the motivational
level of students is variable between grades
1, 3, 6 and 9. Students in grade 1 were highly
motivated towards schooling; 75% said they
enjoyed learning. The majority of students in
grade 3 were also very motivated, but the ratio
of students who claimed to be very motivated
had declined down to 62%. The findings also
indicate that there was a group of students
(5–10%) in grades 1 and 3 that was not very
motivated towards learning. The majority
of these students were boys. In the higher
grades, the students’ motivation continued to
decrease. In grade 6, close to half or 48% of
the students stated that they enjoyed schooling,
but in grade 9 the percentage dropped to only
41%. These findings were reinforced by the
views of parents. The difference in motivation
of boys and girls grew with increased age.
Motivation in grades 6 and 9 towards studying
different subject areas was relatively high, but
variable between subjects. For example, 55%
of students in grade 6 said that they were very
or somewhat interested in studying Icelandic
language and literature, 66% foreign languages,
47% mathematics, 68% arts, and 84% crafts.
However, in grade 9, the motivation to study
these subjects decreased, especially for arts
and crafts. Mathematics was the only subject
where the motivational level stayed the same.
Generally, the motivational level of girls was
higher than boys for the different subject areas.
Discussion
The motivational level of students in grades 6
and 9 was lower than in grades 1 and 3.
The motivation level for most students in
grades 1 and 3 was quite high. However, the
lack of motivation of 5–10% of these students
is of great concern, particularly for boys who
make up the majority of these children. This
disinterest in the beginning of schooling
will likely create problems of all kinds with
increased age. Further research is needed for a
deeper understanding of the nature of this lack
of motivation.
Generally, the motivational level of boys was
lower than that of girls in all the grades and
this difference increased with age. This trend
needs to be further researched and suggests
that teaching methods and elements in the
learning environment (school and home) of
boys and girls need special attention.
The motivational level towards studying
different subject areas was clearly variable.
Students in grade 6 showed high motivation
towards studying arts and crafts, but in grade
nine this interest had dropped considerably.
The motivational level towards academic
subjects was generally lower than in arts and
crafts in grade 6. The difference in motivation
for academic subjects between grades 6 and
9 did not drop as extensively as for arts and
crafts. One can speculate whether this variable
interest in these subject areas reflects the value
society puts on them.

Amalía Björnsdóttir, Baldur Kristjánsson og Börkur Hansen