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Role in Research

Math Interests and Motivation from Late Childhood to Adolescence Funded by NSF #0624724 (PI: Marie F. Shoffner, University of Virginia) Presentation by: Anna Cho. Role in Research. Risk and Prevention in Education Sciences (RPES) Summer Undergraduate Research Program (SURP)

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Role in Research

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  1. Math Interests and Motivation from Late Childhood to AdolescenceFunded by NSF #0624724(PI: Marie F. Shoffner, University of Virginia)Presentation by: Anna Cho

  2. Role in Research • Risk and Prevention in Education Sciences (RPES) • Summer Undergraduate Research Program (SURP) • Beliefs, Behavior & Belonging: STEM-Related Interests • Mentor and PI: Marie F. Shoffner, Ph.D

  3. Research • Experiences and success expectations are associated with academic attitudes and motivation (Singh, Granville, & Dika, 2002) • Parent and teacher attitudes are associated with children's interests and perceptions of their abilities (Singh, Granville, & Dika, 2002)

  4. Research • Achievement in math is associated with many interrelated variables (Singh, Granville, & Dika, 2002) • Engagement presumed to be malleable (Cornell, 1990; Finn & Rock, 1997)

  5. Rationale • Girls and minority students do not pursue Science, Technology, Engineering, and Math (STEM) • High number of under-representation of minority groups in STEM

  6. Social Cognitive Career Theory (SCCT) (adapted from Lent, Brown, & Hackett, 1994) Self-Efficacy Environment & Learning STEM Interests Outcome Expectations Perception of Supports Engagement Belonging

  7. Definitions (From Shoffner, 2008) • Self Efficacy: What do I believe I am capable of doing? Can I perform the task? • Outcome Expectation: What do I expect to happen as a result of taking this particular course or entering a particular occupation? • Engagement: How much do I participate and involve myself with the process and content of learning? • Interest: Do I enjoy math and have a desire to incorporate my learning into future experiences?

  8. Research Questions • Are there relationships among math self-efficacy, math outcome expectations and math interests? 2. Are there differences in math self-efficacy, outcome expectations, and interests among 5th, 7th, and 9th grade students? 3. Do math self efficacy and math outcome expectations explain math interests?

  9. Methods Protocol • Mixed Methods Study • Quantitative Data • Instrumentation • Packet of measure assessing constructs involved • Qualitative Data • Middle School boys focus group

  10. Participants N= 183 Demographics • Gender • Female 55% • Male 45% • Ethnicity • African American 39% • European American 45% • Other 16%

  11. Participants • 5th, 7th, and 9th graders from a Southeastern school district • 5th grade (77): 42% • 7th grade (44): 23% • 9th grade (64): 35%

  12. Results Research Question 1: Are there relationships among math self-efficacy, math outcome expectations and math interests? Correlation (Pearson’s Product Moment)

  13. Results cont Research Question 2: Are there differences in self-efficacy, outcome expectations, and interests among 5th, 7th, and 9th grade students? One-Way Analysis of Variance (ANOVA) Self Efficacy Interests Outcome Expectations

  14. Results cont Research Question 3: Do Self Efficacy and Outcome Expectations explain Interests? Multiple Linear Regression

  15. Analysis of Focus Group Data Themes • Teacher Motivators: Opportunities to Raise Grade • Sources of Achievement: Parent Competence • Parent Support, Encouragement, Involvement • Teacher Support, Encouragement, Involvement

  16. Thank You

  17. References Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004, January). School Engagement: Portential of the Concept, State of the Evidence. Review of Educational Research, 74, 59-109. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122. National Science Board (2000). Science and engineering indicators B 2000: Volume 1. (NSB-00-1). Arlington, VA: National Science Foundation. National Science Foundation (2000). (NSF 00-327). Women, minorities, and persons with disabilities in science and engineering. Arlington, VA: Author. Singh, K., Granville, M., & Dika, S. (2002, January). Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement. Journal of Educational Research, 95, 323-332.

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