Expectancy-Value Beliefs of Early-Adolescent Hispanic and Non-Hispanic Youth: Predictors of Mathematics Achievement and Enrollment

Autor/inn/en	Safavian, Nayssan; Conley, AnneMarie
Titel	Expectancy-Value Beliefs of Early-Adolescent Hispanic and Non-Hispanic Youth: Predictors of Mathematics Achievement and Enrollment
Quelle	In: AERA Open, 2 (2016) 4, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Expectation; Values; Theories; Early Adolescents; Hispanic American Students; Youth; Predictor Variables; Mathematics Achievement; Enrollment; Grade 7; Grade 8; Middle School Students; Algebra; Mathematics Instruction; Mathematics Teachers; Middle School Teachers; California + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Wertbegriff; Theory; Theorie; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Jugend; Jugendlicher; Jugendalter; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Einschulung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	This study used the Eccles et al. expectancy-value (E-V) theory to test the influence of motivation on mathematics achievement and enrollment using data from a cohort of 926 seventh-grade prealgebra students (49% male, 76% Hispanic, 76% low income, and 55% English learner). E-V beliefs were assessed in seventh grade along with achievement, and enrollment was measured in eighth grade. Differential associations of motivation, achievement, and enrollment were examined across Hispanic and non-Hispanic populations. Expectancy for success and task value uniquely predicted seventh-grade achievement and eighth-grade algebra enrollment after controlling for prior achievement and a full set of demographic controls, including low socioeconomic status and English fluency. The association of interest value and achievement differentiated across Hispanic and non-Hispanic youth, suggesting that the effect of interest value on mathematics achievement was weaker for Hispanic youth than for non-Hispanics after accounting for success expectations and prior achievement. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01