At-Risk Student Self-Beliefs, Learning Behaviors, and Mathematics Achievement in an Online Charter High School

• In Event: AERA Roundtable Session 11
  In Roundtable Session: Engaging Online Learners

Abstract

The purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. According to the results, mathematics self-efficacy contributed most to course grade among the hypothesized moderators. Additionally, the impact of family socioeconomic status (SES) on course grade was conditioned on level of one’s self-efficacy or time management. In general, more adaptive levels of either of the moderators lessened the impact of SES. For virtual schools moving forward, teachers and administrators should consider ways to strengthen students’ self-efficacy and time management strategies.

Authors

• Nathan Andrew Hawk, Texas A&M University - College Station

• Kui Xie, The Ohio State University