Literaturnachweis - Detailanzeige
Autor/inn/en | Schuh, Kathy L.; Meiners, Amanda J.; Ferguson, Cheryl; Hageman, Kara; George, Salim; Cox, Michala; Zou, Yuqing; Lin, Chang-Jen |
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Titel | Junior High School Students' Self-Confidence during Transition to Above-Grade-Level Mathematics Courses |
Quelle | In: Journal of Educational Research, 116 (2023) 2, S.61-76 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Schuh, Kathy L.) ORCID (Meiners, Amanda J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0671 |
DOI | 10.1080/00220671.2023.2186338 |
Schlagwörter | Junior High School Students; Self Esteem; Mathematics Instruction; Advanced Courses; Student Attitudes; Stress Variables; Self Management; Student Adjustment; Grade 7; Grade 8; Algebra; Student Placement; Barriers; Coping Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Self-esteem; Selbstaufmerksamkeit; Mathematics lessons; Mathematikunterricht; Fortgeschrittenenunterricht; Schülerverhalten; Selbstmanagement; Adjustment; Studentin; Adaptation; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schülerpraktikum; Bewältigung |
Abstract | This qualitative study examined the mathematics self-confidence of eight junior high school students who were moved to an above-grade-level mathematics class through a nontraditional process. Teachers were concerned about how this transition may impact students' beliefs about their abilities to succeed in mathematics. Data were collected through interviews that included solving challenging mathematical tasks as a means to consider how students expressed their self-confidence in mathematics in general. Using a socio-constructivist lens with a focus on mediation, findings included themes about tensions given students' initial placement, changes in the role of self-confidence as a mediator, feelings of belonging as having multiple mediator roles, workarounds as mediators, and self-regulation strategies as internalized mediators that students brought with them to their transition. These findings point to solutions and supports for students who enroll in above-grade-level courses to view themselves as successful. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |