High School Math and Motivation for Autistic Students

Autor/inn/en	Cooper, Michael; Farkas, George
Titel	High School Math and Motivation for Autistic Students
Quelle	In: Journal of Autism and Developmental Disorders, 53 (2023) 7, S.2717-2727 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooper, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-022-05522-1
Schlagwörter	High Schools; Mathematics Education; Student Motivation; Autism Spectrum Disorders; Students with Disabilities; Longitudinal Studies; Grade Point Average; Self Concept; Grade 9; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? High school; Oberschule; Mathematische Bildung; Schulische Motivation; Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstkonzept; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Analyzing data from students in the NCES High School Longitudinal Study dataset, we drew upon expectancy-value theory to examine the role of student motivation (measured by self-efficacy, identity, utility, and interest), as mediators between 9th grade math test scores and final math GPA for autistic students. In predicting final high school math GPA, math identity was the strongest predictor for autistic students with above average test scores. Findings for autistic students contrast with results for non-autistic students whose final math GPA is strongly predicted by the direct effects of 9th grade test scores. These results suggest that seeing oneself as a "math person" may be particularly influential for autistic students with higher 9th grade math performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01