Math Track Placement and Reflected Classroom Appraisals Are Related to Changes in Early Adolescents' Math Self-Concept

Autor/inn/en	Legette, Kamilah B.; Kurtz-Costes, Beth
Titel	Math Track Placement and Reflected Classroom Appraisals Are Related to Changes in Early Adolescents' Math Self-Concept
Quelle	In: Educational Psychology, 41 (2021) 5, S.602-617 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Legette, Kamilah B.) ORCID (Kurtz-Costes, Beth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1760212
Schlagwörter	Self Concept; Academic Ability; Predictor Variables; Mathematics Achievement; Grade 6; Track System (Education); Mathematics Teachers; Honors Curriculum; Teacher Attitudes; Student Attitudes; Middle School Students; Middle School Teachers; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Selbstkonzept; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 06; 6. Schuljahr; Schuljahr 06; Leistungsgruppe; Leistungsdifferenzierung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Self-perception of academic competence is a strong predictor of students' achievement striving. We examined adolescents' beliefs about their math teachers' perceptions of students (reflected classroom appraisals) and math track placement as subtle sources of information that might influence students' math self-concept. Sixth graders (n = 322; 72% White; 164 girls) in the Southeast United States completed measures of math self-concept and reflected classroom appraisals at the beginning and end of their sixth-grade year. With parent education, prior math achievement, and prior math self-concept controlled, honours math placement and students' reflected classroom appraisals predicted increases in math self-concept from beginning to end of students' sixth-grade year. Results from this study are important for further understanding of the influences of students' school experiences on the development of their self-perceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01