Measures at Time 1 included: various items related to attitudes toward mathematics, occupations they could see themselves doing as adults, and the Brief Self-Control Scale (Tangney, Baumeister, & Luzio Boone, 2004). Participants are students from urban and suburban schools in Massachusetts measured first in middle school and again four years later. The NSF grant study aims to explore how disengagement with STEM material can aid in the prediction of students' college enrollment as well as how it may interact with other factors affecting students' career choices (San Pedro, Baker, Bowers, Heffernan, 2013). The data used in this study are from a larger, on-going National Science Foundation (NSF) grant-funded study that is investigating middle school students' disengagement while using the Assistments system (Baker, Heffernan & San Pedro, 2012), a computer-based math tutoring system. The purpose of the current study is to examine middle school students' attitudes toward math, intent to pursue STEM-related education and occupations, and STEM interest from middle school to high school. Middle school students' attitudes toward math and STEM career interests: A 4-year follow-up study The sample was composed of 11,064 students coming from middle schools of Southern Italy. This study aims at both investigating bullying episodes occurring at school across different grades (from 6 to 8) and evaluating whether educational achievement in math can be predicted on the ground of students' perception of school violence. Students' Perception of School Violence and Math Achievement in Middle Schools of Southern Italy More exposure to STEM role models and in a variety of professions is needed. Parents and teachers are the most influential relationships in students' career choice. Approximately half of the participants said there was not a person who had significantly impacted their career choice only a minority said their parents and teachers were influencing them to a STEM career.
The influence of parents, teachers, and peers may vary at different academic stages. Low- math students said that they realized that math was difficult for them at approximately 13 years of age. Most high- math students indicated an awareness of being good at math at around 11 years old. Math Values play a significant role in students' perceived math achievement. Latinos (58%) rated themselves as low in math in a greater proportion than Caucasians (39%). Caucasians (61%) rated themselves as high in math in a greater proportion than Latinos (39%). Fifty-three percent of the students rated their math achievement as C or below. Most participants (n=294) were Latinos, followed by Caucasians (n=142). Data was collected by administering the "To Do or Not to Do:" STEM pilot survey. Participants (N=515) were rural high school students from the U.S. The purpose of this study was to examine high school students' math values, perceived math achievement, and STEM career choice. It integrates recent research on math learning…Ī descriptive study of high school Latino and Caucasian students' values about math, perceived math achievement and STEM career choice This paper investigates motivation in rural secondary schools, with a particular focus on mathematics, from teacher and student perspectives. Rural schools, students, teachers, administrators, families and community leaders face unique challenges from those of their urban and suburban counterparts.
Motivation for Math in Rural Schools: Student and Teacher Perspectives The data were analyzed in terms of t-test,… A questionnaire and Math Literacy Self-Efficacy Scale were used for data collection. The research was conducted on 712 high school students.
The purpose of this study is to determine the high school students' self-efficacy beliefs about math literacy, and examine this beliefs in terms of some variables. The purpose of this quasi-experimental quantitative study was to measure the effect of Student Teams Achievement…ĭetermination of Self-Efficacy Beliefs of High School Students towards Math Literacy Previous studies have examined the impact of cooperative learning on mathematics achievement and not on attitudes. Many American middle school students have negative perceptions of mathematics that could be impacting math achievement. Cooperative Learning: Middle School Students' Math PerceptionsĮRIC Educational Resources Information Center
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