1 + 1 Is Not Always 2: Variation in the Relations Between Mathematics Self-Efficacy Development and Longitudinal Mathematics Achievement Growth

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dc.contributor.advisorBiancarosa, Ginaen_US
dc.contributor.authorShanley, Carolineen_US
dc.date.accessioned2015-01-14T15:57:44Z
dc.date.available2015-01-14T15:57:44Z
dc.date.issued2015-01-14
dc.description.abstractCreating an educational program that results in positive post-secondary and science, technology, engineering, and math (STEM)-oriented outcomes for all students is a national goal and federal policy directive. Recent research has shown that in addition to measures of academic proficiency, intra- and interpersonal skills are important factors in college and career readiness. Likewise, mathematics proficiency is an important skill for successful STEM outcomes and post-secondary success, but these achievements and outcomes frequently vary based on demographic characteristics. This study utilized data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to examine the relationships between mathematics achievement growth in Grades K-1 and Grades 3-8, mathematics self-efficacy development in Grades 3-8, and demographic factors including sex, socioeconomic status (SES), and race/ethnicity. Various models of mathematics achievement growth were tested, and the relationships between both early and middle grades mathematics achievement growth and self-efficacy development were also explored. Sex, SES, and race/ethnicity differences in both mathematics achievement growth and self-efficacy development were discovered, and findings were consistent with familiar achievement gaps favoring white and Asian males from above median SES households. In particular, SES was found to be a ubiquitous factor in both mathematics achievement and self-efficacy development, and sex moderated some of the relationships between mathematics achievement and self-efficacy. Implications for future research, instructional design, and intervention development are discussed.en_US
dc.identifier.urihttps://hdl.handle.net/1794/18724
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.rightsAll Rights Reserved.en_US
dc.subjectGrowthen_US
dc.subjectMathematicsen_US
dc.subjectRaceen_US
dc.subjectSelf-efficacyen_US
dc.subjectSexen_US
dc.subjectSocioeconomic statusen_US
dc.title1 + 1 Is Not Always 2: Variation in the Relations Between Mathematics Self-Efficacy Development and Longitudinal Mathematics Achievement Growthen_US
dc.typeElectronic Thesis or Dissertationen_US
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadershipen_US
thesis.degree.grantorUniversity of Oregonen_US
thesis.degree.leveldoctoralen_US
thesis.degree.namePh.D.en_US

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