Switching on and Switching off in Mathematics: An Ecological Study of Future Intent and Disengagement among Middle School Students

Autor/inn/en	Martin, Andrew J.; Anderson, Judy; Bobis, Janette; Way, Jennifer; Vellar, Rosemary
Titel	Switching on and Switching off in Mathematics: An Ecological Study of Future Intent and Disengagement among Middle School Students
Quelle	In: Journal of Educational Psychology, 104 (2012) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0025988
Schlagwörter	Self Efficacy; Ecology; Time Factors (Learning); Foreign Countries; Middle School Students; Mathematics Anxiety; Intention; Learner Engagement; Student Participation; Individual Characteristics; Family Environment; Classroom Environment; Environmental Influences; Prediction; Parent Influence; Ethnicity; Racial Composition; Socioeconomic Status; Australia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Ökologie; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Familienmilieu; Klassenklima; Unterrichtsklima; Environmental influence; Umwelteinfluss; Vorhersage; Ethnizität; Socio-economic status; Sozioökonomischer Status; Australien
Abstract	Prompted by international concerns about school and postschool participation in mathematics, the authors of the present study sought to investigate factors predicting "switching on" and "switching off" in mathematics, operationalized through measures of future intent and disengagement, respectively. They drew from Bronfenbrenner's ecological model to explore an educational ecology comprising student, home, classroom, school, and time factors in predicting future intent and disengagement. These models were conducted within a multilevel context, thereby also assessing variation at student, classroom, and school levels. Based on data from 1,601 Australian middle school students from 200 classrooms in 44 schools, variance components models showed the bulk of variance (greater than 85%) in future intent and disengagement resided at the student (and residual) level, with 10%-12% variance explained at classroom and school levels. Multilevel hierarchical regression analyses revealed that student, home, and classroom factors explained most variance in dependent measures. For future intent and disengagement, mathematics self-efficacy, valuing, enjoyment, perceived classroom enjoyment, and parent interest were significant predictors. For disengagement, additional predictors were mathematics anxiety, perceived classroom disengagement, school ethnic composition, and school socioeconomic status. Modeling indicated all predictive effects generalized across classrooms and schools. Findings hold implications for the breadth and depth of efforts in mathematics aimed at reducing disengagement, increasing participation, and promoting more positive future orientations through school and beyond. (Contains 2 tables, 5 footnotes, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10