Paper Summary

Direct link:

From Fray to Fruition: How Math Identity and Peer Influence Mitigate Cumulative Risk

Mon, April 20, 4:05 to 5:35pm, Virtual Room


This study seeks to explore self-belief and peer relationship as protective factors particularly when contextual risks including low family income, parental education, and teacher quality are simultaneously present (cumulative risks). Regression models were constructed and results indicate that these protective factors are associated with higher achievement in math and outcomes are improved even when contextual risks are accumulated. Additionally, strong math self-identity moderates the relationship between cumulative risks and math achievement having additional ameliorating power against powerful contextual risk factors. This study carefully addressed the statistical problem with using higher order term in regression analysis to fit the cumulative nature of risks in a statistical model. Collaboration between teachers and school psychologists to improve self-belief is discussed.