Math Interests and Motivation from Late Childhood to Adolescence Math Interests and Motivation from Late Childhood to Adolescence Funded by NSF #0624724.

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Presentation transcript:

Math Interests and Motivation from Late Childhood to Adolescence Math Interests and Motivation from Late Childhood to Adolescence Funded by NSF # (PI: Marie F. Shoffner, University of Virginia) Presentation by: Anna Cho

Role in Research Risk and Prevention in Education Sciences (RPES) Summer Undergraduate Research Program (SURP) Beliefs, Behavior & Belonging: STEM- Related Interests –Mentor and PI: Marie F. Shoffner, Ph.D

Research Experiences and success expectations are associated with academic attitudes and motivation (Singh, Granville, & Dika, 2002) Parent and teacher attitudes are associated with children's interests and perceptions of their abilities (Singh, Granville, & Dika, 2002)

Research Achievement in math is associated with many interrelated variables (Singh, Granville, & Dika, 2002) Engagement presumed to be malleable (Cornell, 1990; Finn & Rock, 1997)

Rationale Girls and minority students do not pursue Science, Technology, Engineering, and Math (STEM) High number of under-representation of minority groups in STEM

Social Cognitive Career Theory (SCCT) Outcome Expectations Environment & Learning STEM Interests Perception of Supports Self-Efficacy Belonging Engagement (adapted from Lent, Brown, & Hackett, 1994)

Definitions Self Efficacy: What do I believe I am capable of doing? Can I perform the task? Outcome Expectation: What do I expect to happen as a result of taking this particular course or entering a particular occupation? Engagement: How much do I participate and involve myself with the process and content of learning? Interest: Do I enjoy math and have a desire to incorporate my learning into future experiences? (From Shoffner, 2008)

Research Questions 1.Are there relationships among math self- efficacy, math outcome expectations and math interests? 2.Are there differences in math self-efficacy, outcome expectations, and interests among 5 th, 7 th, and 9 th grade students? 3.Do math self efficacy and math outcome expectations explain math interests?

Methods Protocol Mixed Methods Study –Quantitative Data Instrumentation Packet of measure assessing constructs involved –Qualitative Data Middle School boys focus group

Participants N= 183 Demographics Gender –Female 55% –Male 45% Ethnicity –African American 39% –European American 45% –Other 16%

Participants 5 th, 7 th, and 9 th graders from a Southeastern school district –5 th grade (77): 42% –7 th grade (44): 23% –9 th grade (64): 35%

Results Research Question 1: Are there relationships among math self-efficacy, math outcome expectations and math interests? Correlation (Pearson’s Product Moment)

Research Question 2: Are there differences in self-efficacy, outcome expectations, and interests among 5th, 7th, and 9th grade students? One-Way Analysis of Variance (ANOVA) Results cont dfFSig. Between Groups Within Groups180 Total182 dfFSig. Between Groups Within Groups177 Total179 Self Efficacy Outcome Expectations dfFSig. Between Groups Within Groups180 Total182 Interests

Research Question 3: Do Self Efficacy and Outcome Expectations explain Interests? Multiple Linear Regression Results cont df1df2Sig. F ChangeR square change Self Efficacy Outcome Expectations Total

Analysis of Focus Group Data Themes Teacher Motivators: Opportunities to Raise Grade Sources of Achievement: Parent Competence Parent Support, Encouragement, Involvement Teacher Support, Encouragement, Involvement

Thank You

References Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004, January). School Engagement: Portential of the Concept, State of the Evidence. Review of Educational Research, 74, Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, National Science Board (2000). Science and engineering indicators B 2000: Volume 1. (NSB-00-1). Arlington, VA: National Science Foundation. National Science Foundation (2000). (NSF ). Women, minorities, and persons with disabilities in science and engineering. Arlington, VA: Author. Singh, K., Granville, M., & Dika, S. (2002, January). Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement. Journal of Educational Research, 95,