Author: Susan J. Schaflander RothschildPublisher:
ISBN:
Category : Women in mathematics
Languages : en
Pages : 270
Book Description
Factors Influencing the Mathematics-related Attainment of a National Sample of Hispanic, Black, and White Women
Author: Susan J. Schaflander RothschildPublisher:
ISBN:
Category : Women in mathematics
Languages : en
Pages : 270
Book Description
Journal for Research in Mathematics Education
Author: American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 584
Book Description
Comprehensive Dissertation Index
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
Book Description
The National Longitudinal Study of the High School Class of 1972
Author: Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 104
Book Description
Revising Middleton's Model of Mathematics Achievement and Exploring Ethnic Differences Across White, Black, and Hispanic Adolescents
Author: James Michael FordPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
For decades, the achievement gap across White, Black, and Hispanic students has yet to be reduced, with White students consistently outperforming Black and Hispanic students on standardized mathematics assessments (National Assessment of Educational Progress, 2017). In order to reduce this gap, achievement motivation scholars have been studying the multifaceted ways in which cognitive factors may influence academic outcomes, especially for students who have traditionally been under-examined and underserved (Borman, & Overman, 2004; Borman & Dowling, 2010). Eccles, Wigfield (e.g., Eccles, 2007; Wigfield & Eccles, 2000), and Middleton and colleagues (Middleton, 2013; Middleton & Spanias, 1999; Middleton & Toluk, 1999) have shown that the interactions of efficacy beliefs, self-concept, and task value can have a profound effect on academic outcomes. Using Eccles et al.’s (1983) and Middleton’s (2013) work as a foundation, the present study set forth with two goals: 1) to expand Middleton’s model by relying on Eccles’ work and 2) to test the model across White, Black, and Hispanic students in order to better understand similarities and differences in how motivation functions to impact the math performance of students within these ethnic groups. Participants were 18,214 ninth-graders in 944 schools supported by the National Center for Educational Statistics (NCES) for goal #1 and for goal #2, 15,651 Black, Hispanic, & White adolescents of the 18,214 students utilized in goal #1. All students were from the High School Longitudinal Study of 2009 (HSLS: 09; Ingels et al., 2011). Results showed that for goal #1 the proposed model adequately fit the data. For goal #2, the proposed model was valid for White, Black, and Hispanic students, but significant differences were found in how math interest and math self-efficacy influence other motivational variables across these groups of students. Results are discussed in terms of their utility in informing educational practices, limitations, and future directions.
Bibliographic Guide to Latin American Studies
Author: Benson Latin American CollectionPublisher:
ISBN:
Category : Catalogs, Union
Languages : en
Pages : 976
Book Description
Participation and Performance of Women and Minorities in Mathematics
Author: Susan Hill GrossPublisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 36
Book Description
Ethnic Studies in North America
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 90
Book Description