Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students

The engagement construct, comprised of three interrelated components including behaviour, emotions and cognition, is crucial when considering students approach to learning mathematics and by implication, for teaching. In this study, 37 Year 7 students (11-12 years) self-reported measures of engagement and motivation which established unique engagement/achievement groupings. In-depth interviews then investigated factors influencing student engagement distinct from levels of achievement. This paper reports findings from the two low achieving groups differentiated by engagement. The low achieving engaged students reported upwards shifts in adaptive factors: self-efficacy, valuing, task management, persistence and enjoyment, coupled with downwards shifts in anxiety, avoidance, and uncertainty. The low achieving disengaged students reported declines in self-efficacy, valuing, planning and enjoyment with rises in anxiety, uncertainty and self-handicapping.