Poster #35 - Students' Multidimensional Profiles of Math Engagement: Predictor and Outcomes

• In Event: 15.062 - MTCC Poster Session One
  In Poster Session: 15.062-3 - Division E: Counseling Poster Session

Abstract

This study provides a longitudinal test of the social cognitive career theory model of academic performance within the middle-and-high-school math domain. Using data from 400 early and middle adolescents, longitudinal latent variable modeling showed that math self-efficacy positively predicted changes in math achievement. Extending prior work, initial math performance was found to positively predict changes in later math outcome expectations, and initial math engagement positively predicted later math self-efficacy beliefs. Finally, gender was found to be associated with initial levels of both math self-efficacy, outcome expectations, and math engagement, such that females were less efficacious, perceived lower expectations, but reported higher initial engagement than males; however, gender was not significantly associated with changes in these constructs.

Authors

• Chyna J Miller, University of Nevada - Las Vegas

• Harsha Perera, University of Nevada - Las Vegas

• Alireza Maghsoudlou, University of Nevada Las Vegas