Direct and Indirect Effects of Socioeconomic Status and Previous Mathematics Achievement on High School Advanced Mathematics Course Taking

Autor/inn/en	Ozturk, Mehmet A.; Singh, Kusum
Titel	Direct and Indirect Effects of Socioeconomic Status and Previous Mathematics Achievement on High School Advanced Mathematics Course Taking
Quelle	In: Mathematics Educator, 16 (2006) 2, S.25-34 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-9017
Schlagwörter	Advanced Courses; Socioeconomic Status; Structural Equation Models; Mathematics Achievement; Parent Participation; Academic Achievement; Academic Aspiration; Parent School Relationship; Longitudinal Studies; School Counseling; Self Concept + Suchen Sie Ihr Suchwort? Fortgeschrittenenunterricht; Socio-economic status; Sozioökonomischer Status; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternmitwirkung; Schulleistung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School counselling; Pädagogische Beratung; Selbstkonzept
Abstract	Direct and indirect effects of socioeconomic status (SES) and previous mathematics achievement on high school advanced mathematics course taking were explored. Structural equation modeling was carried out on data from the National Educational Longitudinal Study: 1988 database. The two variables were placed in a model together with the mediating variables of parental involvement, educational aspirations of peers, student's educational aspirations, and mathematics self-concept. A nonsignificant direct effect of SES on course taking suggests the lack of an "automatic" privilege of high-SES students in terms of course placements. The significant indirect effect of previous mathematics achievement tells that it needs to be translated into high educational aspirations and a strong mathematics self-concept to eventually lead to advanced course taking. (Contains 2 footnotes, 2 tables, and 1 figure.) (As Provided).
Anmerkungen	Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://math.coe.uga.edu/Mesa/MESA.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10