Chapter 10: Implicit Concept Mapping:Motivational Change in the Transition From Primary School to Secondary School

This chapter explores motivational change in mathematics and English across the primary-secondary school transition in Australia. It is part of a longitudinal project examining the nature of motivational change and its relation to the contexts in which change occurs. The chapter highlights the different views of motivational change gained through analysis of group and individual data. It uses goal theory as the conceptual framework, and extends the approach by examining the relationship between a range of motivation variables over time and the motivation of students with particular motivational goal patterns.