1 + 1 Is Not Always 2: Variation in the Relations between Mathematics Self-Efficacy Development and Longitudinal Mathematics Achievement Growth

Autor/in	Shanley, Lina
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	1 + 1 Is Not Always 2: Variation in the Relations between Mathematics Self-Efficacy Development and Longitudinal Mathematics Achievement Growth
Quelle	(2015), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Achievement; Self Efficacy; Achievement Gains; Elementary School Students; Middle School Students; Longitudinal Studies; Gender Differences; Racial Differences; Socioeconomic Status; Individual Development; Surveys; Children; Structural Equation Models; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; Achievement gain; Leistungssteigerung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschlechterkonflikt; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Individuelle Entwicklung; Survey; Umfrage; Befragung; Child; Kind; Kinder
Abstract	Preparing every student to be college and career ready by the time they graduate from high school has become a national policy priority. Although a variety of academic skills are required for postsecondary success, mathematics achievement is a particularly influential factor in college and career readiness (Pellegrino & Hilton, 2012). Research suggests that college and career readiness efforts in mathematics likely need to start in the primary grades because kindergarten academic skills, measured upon school entry are highly predictive of academic performance at the end of first grade and well beyond. This descriptive study utilizes an extant, observational, nationally representative data set to describe and explore relationships between student demographic characteristics, mathematics achievement, and mathematics self-efficacy. Preliminary findings suggest that early mathematics achievement growth may behave differently based on SES and sex. Complete analyses will allow for a closer examination of the relationships between mathematics achievement and self-efficacy development for different students. This knowledge can support instructional planning and inform the development of targeted interventions that can support academic achievement and intra and interpersonal skill development. Figures are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01