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Autor/inn/en | Saw, Guan; Chang, Chi-Ning |
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Titel | Cross-Lagged Models of Mathematics Achievement and Motivational Factors among Hispanic and Non-Hispanic High School Students |
Quelle | In: Hispanic Journal of Behavioral Sciences, 40 (2018) 2, S.240-256 (17 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0739-9863 |
DOI | 10.1177/0739986318766511 |
Schlagwörter | Mathematics Instruction; Mathematics Achievement; Motivation Techniques; Hispanic American Students; Ethnic Groups; Adolescents; STEM Education; Racial Differences; Path Analysis; Longitudinal Studies; White Students; African American Students; Asians; High School Students; Grade 9; Grade 11; Models; Regression (Statistics); Least Squares Statistics; Statistical Analysis; Maximum Likelihood Statistics Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Motivationsförderung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Ethnie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; STEM; Rassenunterschied; Pfadanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; African Americans; Afroamerikaner; Asian; Asiat; Asiatin; Asiaten; Asiate; High school; High schools; Oberschule; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Analogiemodell; Regression; Regressionsanalyse; Statistische Analyse |
Abstract | This study examines the disparities in, changes in, and longitudinal interrelationships among mathematics achievement and motivational factors for Hispanics and their White, Black, and Asian peers throughout high school. Analyzing the nationally representative High School Longitudinal Study of 2009, regression results indicate that Hispanics trail other racial/ethnic groups in math cognitive and psychosocial factors, except that they outperform their Black counterparts in math standardized assessments. Cross-lagged path analyses further reveal that while math intellectual competencies and expectancy-value beliefs are generally reciprocal over time for all racial/ethnic groups, the estimated effect of initial math expectancy on subsequent math test scores for Hispanics is 2.4 to 2.6 times larger than for non-Hispanics. This finding highlights the distinctive developmental patterns of math achievement and motivational factors for young Hispanic students, which have important implications for research and practice on increasing participation of Hispanics in science, technology, engineering, and mathematics (STEM) education and careers. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |