What Makes a "Math Person"? A Longitudinal Multilevel Analysis of High School Longitudinal Study Data on Mathematical Identity

• In Event: Cognition and Motivation in Mathematics

Abstract

Expectancy-Value Theory (Wigfield, Tonks, & Klauda, 2016) posits that self-perceptions, prior achievement, and personal characteristics are the foundation for building one’s academic identity; however, empirical work validating this hypothesis is sparse, especially considering the influence of these factors over time. To address this gap, the present study utilized multilevel growth modeling to examine how motivation, past performance, and demographic characteristics relate to math identity across a seven-year period. Findings indicated self-efficacy, interest, and past performance had a positive relationship with math identity and males reported higher identity scores than females. SES and race were significant predictors of math identity until past performance and attitudes were included. Results are discussed in terms of positioning students for success and persistence in math.

Authors

• Jessica J. Webb, University of Memphis

• Shelby Gayle Roberts, The University of Memphis

• Leigh M. Harrell-Williams, The University of Memphis

• James Ford, The University of Memphis

• Christian E. Mueller, The University of Memphis