The Relationship Between Students' Mathematics Performance and Social Influence From Parents, Teacher, and Peers

• In Event: Personal and Social Factors in Mathematics Education

Abstract

This study explores the relationship between the level and the growth of students’ mathematics performance and parent, teacher, and peer social support during the middle school years. We identified distinct classification of social support students receive and decided to choose four latent classes.The results indicate that the female students are less likely to get teacher support and full support at grade 7; and students with more educated parents are more likely to be classified into subgroups with high parent support. Our findings underscore that differential exposure to social support in middle school years plays a significant role on students’ future mathematics achievement.

Authors

• Xingfeiyue Liu, The Ohio State University - Columbus

• Soojin Park, University of California - Riverside