The Influence of Interest, Beliefs, and Identity with Mathematics on Achievement
This study investigated factors that influence mathematics achievement based on a sample of ninth-grade students (N = 21,444) from the High School Longitudinal Study of 2009 (HSLS09). Key aspects studied included efficacy in mathematics, interest and enjoyment of mathematics, identity with mathematics and future utility beliefs and how these influence mathematics achievement. The predictability of mathematics achievement based on these factors was assessed using correlation coefficients and multiple linear regression. Spearman rank correlations and multiple regression analyses indicated positive and statistically significant relationships between the explanatory variables: mathematics efficacy, identity with mathematics, interest in and future utility beliefs with the response variable, achievement in mathematics.
[1] National Council of Teachers of Mathematics. Focus in high school mathematics: Reasoning and sense making. Reston, VA (2009).
[2] M. Alexander, The New Jim Crow: Mass incarceration in the age of colorblindness. New York, London: The New Press. (2010).
[3] M. Nicolaidou, & G. Philippou, Attitudes towards mathematics, self-efficacy and achievement in problem-solving. European Research in Mathematics Education III. Pisa: University of Pisa, 1-11(2003).
[4] A. Bandura, Self-efficacy: Toward a unifying theory of behavioral change. Psycholocial Review, 84, 191-215(1977).
[5] A. Marshall, Black/African American students' perceptions of mathematical success and mathematical success factors at a community college (Doctoral dissertation, University of Maryland, College Park), (2007).
[6] T. Hailikari*, A. Nevgi, & E. Komulainen, Academic self-beliefs and prior knowledge as predictors of student achievement in mathematics: a structural model. Educational Psychology, 28(1), 59-71, (2008).
[7] M. Bong, & R. Clark, Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3), 139-153, (1999).
[8] K. D. Multon, S. D. Brown, & R. W. Lent, Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of counseling psychology, 38(1), 30, (1991).
[9] B. Zimmerman, Self-efficacy in changing societies. New York: Cambridge University Press, (1995).
[10] G. Hackett, & N. Betz, (December). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23(3), 329-345, (1983).
[11] F. Pajares, & L. Graham, Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139, (1999).
[12] P. Pintrich, & P. Ruohotie, Conative constructs and self-regulated learning. Finland: Research Center for Vocational Education (RCVE) (2000).
[13] P. M. Sadler, G. Sonnert, Z. Hazari, & R. Tai, Stability and volatility of STEM career interest in high school: A gender study. Science education, 96(3), 411-427(2012).
[14] M. Kyttälä, and P. M. Björn, Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation. Educ. Psychol.30, 431–448 (2010).
[15] L. Perez-Felkner, S. Nix, and K. Thomas, Gendered pathways: How mathematics ability beliefs shape secondary and postsecondary course and degree field choices. Front. Psychol.8, 386(2017).
[16] M. T. Wang, and J. L. Degol, Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educ. Psychol. Rev.29, 119–140(2017).
[17] S. J.Ingels, D. J Pratt, D. R Herget, L. J., Burns, J. A Dever, R. Ottem, et al, High School Longitudinal Study of 2009 (HSLS: 09). Base-Year Data File Documentation (NCES 2011-328). National Center for Education Statistics. Washington, DC: National Center for Education Statistics, (2011).
[18] J. W. Creswell, Educational Research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson. (2008).
[19] D. B. Martin, Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematics literacy. Mathematical Thinking and Learning, 8(3), 197-229(2006).
[20] A. Bandura, Social foundations of thought and action: A social cognitive theory. Englewood, New Jersey: Prentice-Hall, (1986).
[1] National Council of Teachers of Mathematics. Focus in high school mathematics: Reasoning and sense making. Reston, VA (2009).
[2] M. Alexander, The New Jim Crow: Mass incarceration in the age of colorblindness. New York, London: The New Press. (2010).
[3] M. Nicolaidou, & G. Philippou, Attitudes towards mathematics, self-efficacy and achievement in problem-solving. European Research in Mathematics Education III. Pisa: University of Pisa, 1-11(2003).
[4] A. Bandura, Self-efficacy: Toward a unifying theory of behavioral change. Psycholocial Review, 84, 191-215(1977).
[5] A. Marshall, Black/African American students' perceptions of mathematical success and mathematical success factors at a community college (Doctoral dissertation, University of Maryland, College Park), (2007).
[6] T. Hailikari*, A. Nevgi, & E. Komulainen, Academic self-beliefs and prior knowledge as predictors of student achievement in mathematics: a structural model. Educational Psychology, 28(1), 59-71, (2008).
[7] M. Bong, & R. Clark, Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3), 139-153, (1999).
[8] K. D. Multon, S. D. Brown, & R. W. Lent, Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of counseling psychology, 38(1), 30, (1991).
[9] B. Zimmerman, Self-efficacy in changing societies. New York: Cambridge University Press, (1995).
[10] G. Hackett, & N. Betz, (December). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23(3), 329-345, (1983).
[11] F. Pajares, & L. Graham, Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139, (1999).
[12] P. Pintrich, & P. Ruohotie, Conative constructs and self-regulated learning. Finland: Research Center for Vocational Education (RCVE) (2000).
[13] P. M. Sadler, G. Sonnert, Z. Hazari, & R. Tai, Stability and volatility of STEM career interest in high school: A gender study. Science education, 96(3), 411-427(2012).
[14] M. Kyttälä, and P. M. Björn, Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation. Educ. Psychol.30, 431–448 (2010).
[15] L. Perez-Felkner, S. Nix, and K. Thomas, Gendered pathways: How mathematics ability beliefs shape secondary and postsecondary course and degree field choices. Front. Psychol.8, 386(2017).
[16] M. T. Wang, and J. L. Degol, Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educ. Psychol. Rev.29, 119–140(2017).
[17] S. J.Ingels, D. J Pratt, D. R Herget, L. J., Burns, J. A Dever, R. Ottem, et al, High School Longitudinal Study of 2009 (HSLS: 09). Base-Year Data File Documentation (NCES 2011-328). National Center for Education Statistics. Washington, DC: National Center for Education Statistics, (2011).
[18] J. W. Creswell, Educational Research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson. (2008).
[19] D. B. Martin, Mathematics learning and participation as racialized forms of experience: African American parents speak on the struggle for mathematics literacy. Mathematical Thinking and Learning, 8(3), 197-229(2006).
[20] A. Bandura, Social foundations of thought and action: A social cognitive theory. Englewood, New Jersey: Prentice-Hall, (1986).
@article{"International Journal of Business, Human and Social Sciences:79471", author = "Asma Alzahrani and Elizabeth Stojanovski", title = "The Influence of Interest, Beliefs, and Identity with Mathematics on Achievement", abstract = "This study investigated factors that influence mathematics achievement based on a sample of ninth-grade students (N = 21,444) from the High School Longitudinal Study of 2009 (HSLS09). Key aspects studied included efficacy in mathematics, interest and enjoyment of mathematics, identity with mathematics and future utility beliefs and how these influence mathematics achievement. The predictability of mathematics achievement based on these factors was assessed using correlation coefficients and multiple linear regression. Spearman rank correlations and multiple regression analyses indicated positive and statistically significant relationships between the explanatory variables: mathematics efficacy, identity with mathematics, interest in and future utility beliefs with the response variable, achievement in mathematics.", keywords = "Mathematics achievement, math efficacy, mathematics interest, identity.", volume = "14", number = "2", pages = "120-4", }
