Mathematics Motivation and Its Relationship with Mathematics Performance: Evidence from the National Assessment for Educational Progress-High School Longitudinal Study of 2019 Overlap Sample. AIR-NAEP Working Paper 2021-03

Autor/inn/en	Zhang, Jizhi; Bohrnstedt, George; Park, Bitnara Jasmine; Ikoma, Sakiko; Ogut, Burhan; Broer, Markus
Institution	American Institutes for Research (AIR); Education Statistics Services Institute Network (ESSIN)
Titel	Mathematics Motivation and Its Relationship with Mathematics Performance: Evidence from the National Assessment for Educational Progress-High School Longitudinal Study of 2019 Overlap Sample. AIR-NAEP Working Paper 2021-03
Quelle	(2021), (104 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Student Motivation; Mathematics Achievement; National Competency Tests; Longitudinal Studies; High School Students; Grade 12; Identification (Psychology); Self Efficacy; Student Interests; Grade 9; Grade 11; Predictor Variables; Student Characteristics; Gender Differences; Racial Differences; National Assessment of Educational Progress; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Schulische Motivation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12; Self-efficacy; Selbstwirksamkeit; Studieninteresse; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Prädiktor; Geschlechterkonflikt; Rassenunterschied
Abstract	This study uses the overlap sample of about 3,500 students who participated both in the High School Longitudinal Study of 2009 (HSLS:09) and the 2013 Grade 12 National Assessment of Educational Progress (NAEP) mathematics assessment to investigate how mathematics motivation (mathematics identity, mathematics self-efficacy, and mathematics interest) at grade 9 and 11 is related to grade 12 NAEP mathematics performance, simultaneously taking into account grade 9 mathematics achievement, family and school background factors, and grade 11 educational expectations and high school mathematics coursetaking. (As Provided).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01