Patterns of Students’ Learning Behavior in Mathematics Classrooms, Depending on Expectancy for Success, Perceived Value, and Classroom Environment: A Focus on the United States and Finland

This study analyzed whether students’ learning behaviors in mathematics classrooms could be classified into distinct patterns, defined by their expectancy for success in mathematics, perception of the value of mathematics, and a supportive or unsupportive environment, using data from the United States and Finland in the PISA 2022 survey. The findings revealed that the six distinct patterns of learning behaviors (motivated, defiant, hopeless, fragile, evading, rejecting) were evident in Finland, while in the United States, some but not all of these patterns were present. These results have significant implications for lesson planning and instructional design. Teachers should select learning content that is meaningful and valuable, design lessons with appropriate levels of difficulty and suitable instructional methods to foster students’ expectancy for success, and cultivate a supportive classroom environment to enhance their engagement and motivation.