An Investigation of Early Parental Motivational Strategies on Mathematics Achievement by Ethnicity: A Latent Curve Model Approach

Autor/inn/en	McDonald, Stefanie R.; Ing, Marsha; Marcoulides, George A.
Titel	An Investigation of Early Parental Motivational Strategies on Mathematics Achievement by Ethnicity: A Latent Curve Model Approach
Quelle	In: Educational Research and Evaluation, 16 (2010) 5, S.401-419 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Motivation Techniques; Mathematics Achievement; Secondary School Students; Minority Groups; White Students; Racial Differences; Ethnicity; Longitudinal Studies; Parent Influence; Disproportionate Representation; Student Motivation; Item Response Theory; Incentives; African American Students; Hispanic American Students; American Indians; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Motivationsförderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Ethnische Minderheit; Rassenunterschied; Ethnizität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulische Motivation; Item-Response-Theorie; Anreiz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; American Indian; Indianer
Abstract	This study examined the developmental effects of early parental intrinsic and extrinsic motivational strategies on mathematics achievement scores obtained from White students compared to underrepresented minority students. A latent growth curve model was fit to data from the Longitudinal Study of American Youth (LSAY) with mathematics achievement assessed from 7th grade through 12th grade. Intrinsic parental motivational strategies were found to positively predict initial levels of mathematics achievement scores for White students but not underrepresented minority students. Extrinsic parental motivational strategies did not predict initial levels of mathematics achievement scores for either group of students. For White students, growth rate was found to be positively influenced by intrinsic and extrinsic parental motivational strategies. However, there is no evidence of this relationship for underrepresented minority students. This research contributes to an emerging literature relating developmental change processes to mathematics achievement. (Contains 5 tables, 3 figures and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10