Goals, Values, and Beliefs as Predictors of Achievement and Effort in High School Mathematics Classes

Goals, Values, and Beliefs as Predictors of Achievement and Effort in High School Mathematics... Gender and motivation in high school mathematicsclass were examined by using an expectancy-valueframework. There were 366 students (146 males, 212females)from a school with an enrollmentof approximately 1900 students (81% Caucasian, 8% NativeAmerican, 5% Hispanic, 4% African American, and 2%Asian). These students completed a questionnaireconsisting of 92 items which measured students'situation-specific goals (4 subscales), task-specific values (3subscales), task-specific beliefs (3 subscales), andgender self-schemata (2 subscales). Students' percentagegrade in math and selfreported effort in math class were the dependent variables. The three sets oftask-specific variables each accounted for between 11%and 14% of variance in achievement, while the genderself-schemata variables contributed another 2%. Task-specific goals were much strongerpredictors of effort than any other set of variables. Anunexpected finding was that, for both males and females,endorsing the stereotype that mathematics is a male domain was negatively related to reportedeffort. There were also differences in the prediction ofachievement and effort based on gender and math classtype (required or elective). Several path models supported these results. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

Goals, Values, and Beliefs as Predictors of Achievement and Effort in High School Mathematics Classes

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Publisher
Springer Journals
Copyright
Copyright © 1999 by Plenum Publishing Corporation
Subject
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1023/A:1018871610174
Publisher site
See Article on Publisher Site

Abstract

Gender and motivation in high school mathematicsclass were examined by using an expectancy-valueframework. There were 366 students (146 males, 212females)from a school with an enrollmentof approximately 1900 students (81% Caucasian, 8% NativeAmerican, 5% Hispanic, 4% African American, and 2%Asian). These students completed a questionnaireconsisting of 92 items which measured students'situation-specific goals (4 subscales), task-specific values (3subscales), task-specific beliefs (3 subscales), andgender self-schemata (2 subscales). Students' percentagegrade in math and selfreported effort in math class were the dependent variables. The three sets oftask-specific variables each accounted for between 11%and 14% of variance in achievement, while the genderself-schemata variables contributed another 2%. Task-specific goals were much strongerpredictors of effort than any other set of variables. Anunexpected finding was that, for both males and females,endorsing the stereotype that mathematics is a male domain was negatively related to reportedeffort. There were also differences in the prediction ofachievement and effort based on gender and math classtype (required or elective). Several path models supported these results.

Journal

Sex RolesSpringer Journals

Published: Sep 30, 2004

References

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