Examining the Relations Between Perceived Classroom Structures, Expectancy-Value Beliefs, and Subsequent Math Performance Among Latino/a Adolescents

• In Event: Motivational Landscapes: Unpacking Classroom Motivational Support and Climate Processes in K-12 and Beyond

Abstract

This study extends the tenets of situated expectancy-value theory by examining the links between perceived classroom goal structures, expectancy-value beliefs, and math performance among Latino/a adolescents. Specifically, using the data from the California Achievement Motivation Project (n = 527; 55% female; Mage = 13.92), we tested the relations between perceived classroom goal structures and Latino/a students’ expectancy-value beliefs and the extent to which these constructs, directly and indirectly, predict math coursework and achievement. Our findings highlighted the different predictive utility of perceived classroom goal structures and prior achievement by gender and the significant indirect paths to subsequent achievement via mastery goal structures and expectancy-value beliefs among Latina adolescents.

Authors

• Glona Lee-Poon, University of California - Irvine

• Hyewon Lee, University of California - Irvine

• Nayssan Safavian, University of California - Irvine

• Jacquelynne S. Eccles, University of California - Irvine

• Sandra D. Simpkins, University of California - Irvine