Math Interest and Identity as Mediators of the Relationship Between Self-Efficacy and Perceived Teacher Practices

• In Event: 64.032 - Identity, Motivation, and Emotion in Mathematics Education

Abstract

Student achievement is an important aspect for college aspiration and future career choices (Strayhorn, 2015). Self-efficacy is a strong predictor of student achievement (Hackett & Bentz, 1989). Students with higher self-efficacy tend to have stronger motivation, higher achievement, and greater ambitions (Nicolaidou & Phillippou, 2003). As self-efficacy and student achievement have a powerful relationship, factors that mediate this relationship becomes highly important as well. The study investigated whether high school students’ mathematics identity and interest mediate the relationship between student mathematics self-efficacy and perceived teacher practices. This descriptive causal-comparative study used publicly available data from the 2009 High School Longitudinal Study; data were analyzed through Principal Component Analysis and Hierarchical Regression analyses; mediation testing was conducted using Sobel testing.

Authors

• Perihan Fidan, Tennessee Technological University

• Ashley B. Akenson, Tennessee Technological University

• George Chitiyo