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Gender, Self-Efficacy, Identification, and Achievement in Mathematics: A Cross-Lagged Panel Analysis of Causal Effects
Sun, April 11, 2:30 to 3:30pm EDT (2:30 to 3:30pm EDT), Division C, Division C - Section 1c: Mathematics Poster SessionsAbstract
The direction of causality in the relationship between self-beliefs and academic performance is one of the “thorniest issues” in education research. This presentation will analyze cross-lagged panel models to investigate the longitudinal relationships between mathematical self-efficacy, mathematical identity, and mathematics achievement in high school students, and examine whether the longitudinal effects work in the same ways for male and female students. The results will promote better understanding and inform action on the paths students follow in mathematics.