Math Interests and Math Interests and Motivation from Motivation from

Late Childhood to Late Childhood to AdolescenceAdolescence

Funded by NSF #0624724(PI: Marie F. Shoffner, University of Virginia)

Presentation by: Anna Cho

Role in ResearchRole in Research

• Risk and Prevention in Education Sciences (RPES)

• Summer Undergraduate Research Program (SURP)

• Beliefs, Behavior & Belonging: STEM-Related Interests– Mentor and PI: Marie F. Shoffner, Ph.D

ResearchResearch

• Experiences and success expectations are associated with academic attitudes and motivation (Singh, Granville, & Dika, 2002)

• Parent and teacher attitudes are associated with children's interests and perceptions of their abilities (Singh, Granville, & Dika, 2002)

ResearchResearch

• Achievement in math is associated with many interrelated variables (Singh, Granville, & Dika, 2002)

• Engagement presumed to be malleable (Cornell, 1990; Finn & Rock, 1997)

RationaleRationale

• Girls and minority students do not pursue Science, Technology, Engineering, and Math (STEM)

• High number of under-representation of minority groups in STEM

Social Cognitive Career Theory (SCCT)Social Cognitive Career Theory (SCCT)

Outcome Expectations

Environment & Learning STEM Interests

Perception of Supports

Self-Efficacy

Belonging

Engagement

(adapted from Lent, Brown, & Hackett, 1994)

DefinitionsDefinitions

• Self Efficacy: What do I believe I am capable of doing? Can I perform the task?

• Outcome Expectation: What do I expect to happen as a result of taking this particular course or entering a particular occupation?

• Engagement: How much do I participate and involve myself with the process and content of learning?

• Interest: Do I enjoy math and have a desire to incorporate my learning into future experiences?

(From Shoffner, 2008)

Research QuestionsResearch Questions

1. Are there relationships among math self-efficacy, math outcome expectations and math interests?

2. Are there differences in math self-efficacy, outcome expectations, and interests among 5th, 7th, and 9th grade students?

3. Do math self efficacy and math outcome expectations explain math interests?

MethodsMethods

Protocol

• Mixed Methods Study– Quantitative Data

• Instrumentation• Packet of measure assessing constructs involved

– Qualitative Data• Middle School boys focus group

ParticipantsParticipantsN= 183Demographics• Gender

– Female 55%– Male 45%

• Ethnicity– African American 39%– European American 45%– Other 16%

ParticipantsParticipants

• 5th, 7th, and 9th graders from a Southeastern school district– 5th grade (77): 42%– 7th grade (44): 23%– 9th grade (64): 35%

ResultsResults

Correlations

1 .628** .510**

.000 .000

183 183 180

.628** 1 .456**

.000 .000

183 183 180

.510** .456** 1

.000 .000

180 180 180

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

Pearson Correlation

Sig. (2-tailed)

N

IntTot

SETot

OEtot

IntTot SETot OEtot

Correlation is significant at the 0.01 level (2-tailed).**.

Research Question 1: Are there relationships among math self-efficacy, math outcome expectations and math interests?

Correlation (Pearson’s Product Moment)

Research Question 2: Are there differences in self-efficacy, outcome expectations, and interests among 5th, 7th, and 9th grade students?

One-Way Analysis of Variance (ANOVA)

Results contResults cont

df F Sig.

Between Groups 2 .588 .557

Within Groups 180

Total 182

df F Sig.

Between Groups 2 2.840 .061

Within Groups 177

Total 179

Self Efficacy

Outcome Expectations

df F Sig.

Between Groups 2 1.235 .293

Within Groups 180

Total 182

Interests

Research Question 3: Do Self Efficacy and Outcome Expectations explain Interests?

Multiple Linear Regression

Results contResults cont

df1 df2 Sig. F Change R square change

Self Efficacy 1 178 .000 .391

Outcome Expectations 1 177 .000 .064

Total 2 355 .000 .454

Analysis of Focus Group DataAnalysis of Focus Group Data

Themes• Teacher Motivators: Opportunities to Raise Grade• Sources of Achievement: Parent Competence• Parent Support, Encouragement, Involvement• Teacher Support, Encouragement, Involvement

Thank YouThank You

ReferencesReferences

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004, January). School Engagement: Portential of the Concept, State of the Evidence. Review of Educational Research, 74, 59-109.

Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122.

National Science Board (2000). Science and engineering indicators B 2000: Volume 1. (NSB-00-1). Arlington, VA: National Science Foundation.

National Science Foundation (2000). (NSF 00-327). Women, minorities, and persons with disabilities in science and engineering. Arlington, VA: Author.

Singh, K., Granville, M., & Dika, S. (2002, January). Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement. Journal of Educational Research, 95, 323-332.