Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School

Autor/inn/en	Martin, Andrew J.; Way, Jennifer; Bobis, Janette; Anderson, Judy
Titel	Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School
Quelle	In: Journal of Early Adolescence, 35 (2015) 2, S.199-244 (46 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431614529365
Schlagwörter	Middle School Students; Mathematics Education; Learner Engagement; Mathematics Achievement; Cohort Analysis; Articulation (Education); Grade 5; Grade 6; Grade 7; Grade 8; Regression (Statistics); Self Efficacy; Achievement Gains; Test Score Decline; Parent Influence; Access to Computers; Classroom Environment; Socioeconomic Status; Ethnicity; Performance Factors; Catholic Schools; Student Characteristics; Family Environment; Institutional Characteristics; Statistical Analysis; Predictor Variables; Progress Monitoring; Outcome Measures; Likert Scales; Correlation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kohortenanalyse; Articulation; Artikulation (Ling); Artikulation; Aussprache; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Regression; Regressionsanalyse; Self-efficacy; Selbstwirksamkeit; Achievement gain; Leistungssteigerung; Klassenklima; Unterrichtsklima; Socio-economic status; Sozioökonomischer Status; Ethnizität; Leistungsindikator; Katholische Schule; Familienmilieu; Statistische Analyse; Prädiktor; Likert-Skala; Korrelation; Ausland; Australien
Abstract	This study of 1,601 students in the middle years of schooling (Grades 5-8, each student measured twice, 1 year apart) from 200 classrooms in 44 schools sought to identify factors explaining gains and declines in mathematics engagement at key transition points. In multilevel regression modeling, findings showed that compared with Grade 6 students (upper elementary; the reference category), students in Grades 7 (typically the first secondary school year) and 8 have significantly declined in mathematics engagement from their previous year. Notably, in further analyses, these declines were found to be related to student (particularly mathematics self-efficacy and valuing), home (parent valuing of mathematics and availability of a computer for mathematics), classroom (class-average achievement and perceived climate), and school (socio-economic status and ethnic composition) factors. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01