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Motivation in Mathematics of High Functioning Students With Autism Spectrum Disorder (ASD)



Author(s)

Alexandra Georgiou, Spyridon-Georgios Soulis, Danai Rapti

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DOI:10.17265/2159-5542/2018.03.002

Department of Primary Education, University of Ioannina, Ioannina, Greece

This study examines the motivation of high functioning students with Autism Spectrum Disorder (ASD) in mathematics according to the achievement goal theory. Specifically, mastery goals, performance goals, performance-avoidance goals, self-efficacy beliefs, fear of failure, and interest in mathematics have been examined. Data were collected from twenty four high functioning students with ASD and a control group of twenty four typically developing students. Findings revealed that high functioning students with ASD presented a significant great fear of failure in mathematics while their self-efficacy beliefs were on an average level. Moreover, the research data revealed that factors such as age, sex, type of school affect and largely determine motivation in mathematics both of high functioning students with ASD and typically developing ones.

motivation, mathematics, high functioning students with ASD, achievement goal theory