Establishing an Explanatory Model for Mathematics Identity

Autor/inn/en	Cribbs, Jennifer D.; Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M.
Titel	Establishing an Explanatory Model for Mathematics Identity
Quelle	In: Child Development, 86 (2015) 4, S.1048-1062 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12363
Schlagwörter	Mathematics Skills; Student Attitudes; Structural Equation Models; College Students; Calculus; Competence; Self Concept; Identification (Psychology); Performance; Correlation + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schülerverhalten; Collegestudent; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Kompetenz; Selbstkonzept; Achievement; Leistung; Korrelation
Abstract	This article empirically tests a previously developed theoretical framework for mathematics identity based on students' beliefs. The study employs data from more than 9,000 college calculus students across the United States to build a robust structural equation model. While it is generally thought that students' beliefs about their own competence in mathematics directly impact their identity as a "math person," findings indicate that students' self-perceptions related to competence and performance have an "indirect" effect on their mathematics identity, primarily by association with students' interest and external recognition in mathematics. Thus, the model indicates that students' competence and performance beliefs are not sufficient for their mathematics identity development, and it highlights the roles of interest and recognition. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01