Junior High School Students' Self-Confidence during Transition to Above-Grade-Level Mathematics Courses

Autor/inn/en	Schuh, Kathy L.; Meiners, Amanda J.; Ferguson, Cheryl; Hageman, Kara; George, Salim; Cox, Michala; Zou, Yuqing; Lin, Chang-Jen
Titel	Junior High School Students' Self-Confidence during Transition to Above-Grade-Level Mathematics Courses
Quelle	In: Journal of Educational Research, 116 (2023) 2, S.61-76 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schuh, Kathy L.) ORCID (Meiners, Amanda J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2023.2186338
Schlagwörter	Junior High School Students; Self Esteem; Mathematics Instruction; Advanced Courses; Student Attitudes; Stress Variables; Self Management; Student Adjustment; Grade 7; Grade 8; Algebra; Student Placement; Barriers; Coping + Suchen Sie Ihr Suchwort? Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Self-esteem; Selbstaufmerksamkeit; Mathematics lessons; Mathematikunterricht; Fortgeschrittenenunterricht; Schülerverhalten; Selbstmanagement; Adjustment; Studentin; Adaptation; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schülerpraktikum; Bewältigung
Abstract	This qualitative study examined the mathematics self-confidence of eight junior high school students who were moved to an above-grade-level mathematics class through a nontraditional process. Teachers were concerned about how this transition may impact students' beliefs about their abilities to succeed in mathematics. Data were collected through interviews that included solving challenging mathematical tasks as a means to consider how students expressed their self-confidence in mathematics in general. Using a socio-constructivist lens with a focus on mediation, findings included themes about tensions given students' initial placement, changes in the role of self-confidence as a mediator, feelings of belonging as having multiple mediator roles, workarounds as mediators, and self-regulation strategies as internalized mediators that students brought with them to their transition. These findings point to solutions and supports for students who enroll in above-grade-level courses to view themselves as successful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01