Middle School Students' Self-Efficacy During Transition to Above-Grade-Level Mathematics Courses

• In Event: Research in Mathematics Education Poster Session

Abstract

The purpose of this qualitative study was to examine the math self-efficacy of middle-school students who were moved up to advanced math classes through a non-traditional process. Teachers initiated this process with the intent to improve equity. Findings indicated that during the transition students’ self-efficacy was undermined initially, with a reduction in confidence that was accompanied by feelings of not belonging. They felt that they had missed coursework and they also had misconceptions about what students in more advanced classes should be like. In the end, they were all able to succeed, in part due to academic support, workarounds that they became aware of, and their persistence. We conclude with implications for researchers, teachers, and school administrators.

Authors

• Kathy L. Schuh, University of Iowa

• Amanda Meiners, Northwest Missouri State University

• Cheryl Ferguson, University of Iowa

• Salim George, The University of Iowa

• Michala Cox, University of Iowa

• Yuqing Zou, The University of Iowa

• Kara Hageman, The University of Iowa

• Chang-Jen Lin, Iowa Reading Research Center