id: 06645054
dt: j
an: 2016f.00358
au: Froiland, John Mark; Davison, Mark L.
ti: The longitudinal influences of peers, parents, motivation, and mathematics
course-taking on high school math achievement.
so: Learn. Individ. Differ. 50, 252-259 (2016).
py: 2016
pu: Elsevier, Amsterdam
la: EN
cc: C60 C20 C30
ut: adolescents; expectations; motivation; parent involvement
ci:
li: doi:10.1016/j.lindif.2016.07.012
ab: Summary: Little is known about how parent expectations and math motivation
work in concert with math course taking to promote math achievement.
This longitudinal structural equation modeling (SEM) study examined
expectancy-value and self-determination theory motivation constructs
and math development among a nationally representative sample of U.S.
high school students. The role of mathematics course-taking was also
examined. As predicted, parent expectations, student expectations, and
peer interest predicted math intrinsic motivation in 9th grade, which
predicted student mathematics achievement in 11th grade, even when
controlling for SES, race/ethnicity, gender and prior math achievement.
Intrinsic motivation for math and parent expectations also predicted
taking higher-level math courses (e.g., trigonometry or calculus) over
the next 2.5 years, which predicted further math achievement. Parent
expectations were a stronger predictor than student expectations of
intrinsic motivation for math, course taking, and achievement.
Implications for math achievement interventions are discussed.
rv: