Poster #88 - Predicting Adolescents’ Math Self-Concept through School Tracking and Students’ Reflected Classroom Appraisals

• In Event: 3-206 - Poster Session 13
  In Poster Session: PS 13 Section - Education, Schooling

Integrative Statement

Adolescence is a pivotal developmental period in which youths’ exploration of their immediate and distal contexts shape their sense of self (Erikson, 1959; Spencer, Dupree, & Hartmann, 1997). One self-perception that is part of adolescents’ thoughts about themselves is academic self-concept-- an evaluation of one’s academic abilities and competencies (Marsh, Byrne, & Shavelson, 1988). High academic self-concept is positively related to achievement, emotional and psychological functioning, and school behaviors (Marsh & O'Mara, 2008). Additionally, high academic self-concept during adolescence shapes later educational aspirations and schooling attainment (Marsh & O’Mara, 2010; Parker, Marsh, Ciarrochi, Marshall, & Abduljabbar, 2014).
According to the reflected-appraisal process, adolescents’ self-concept is shaped by their perceptions of how significant others view them, especially non-parental figures (Bouchey & Harter, 2005; Mead, 1934; Steinberg & Morris, 2001). Studies investigating adolescents’ reflected-appraisals from teachers have examined how youth perceive teachers view them (Bouchey & Harter, 2005; Cole, Maxwell, & Martin, 1997), however, students’ reflected appraisals might also be shaped by how they perceive the teacher views their entire class or students in general, referred to as “classroom reflected appraisals.” Additionally, students’ track placement (e.g., honors, non-honors) might also shape students’ self-concept. Prior research examining these relations in the U.S has been inconsistent. However, prior studies were cross-sectional (Chiu et al., 2008; Oakes, 2005) or did not examine students assigned to classes specified as “honors” or “non-honors,” but teachers’ perceptions of the ability of the class, thus students might not have been aware of the differences between classes (Fuligni, Eccles, & Barber, 1995).
The current study examined students’ math track placement and students’ perceptions of math teachers’ academic expectation of them (reflected classroom appraisals) as predictors for changes in students’ math self-concept. Approximately 322 sixth grades students (72% White) were followed across the first year of middle school. Accounting for students’ gender, race, socio-economic background, and time 1 math self-concept, honors placement ( = .14, p < .001) and students’ perceptions of teachers’ academic expectations significantly predicted changes in math self-concept ( = .15, p = < .001).
The results from this study indicate that tracking might shape students’ academic self-concept when classes are labeled by ability. Additionally, it is possible that an assimilation effect occurred in which students in this sample perceived that their track position is an esteemed position in school. The most compelling finding from this research is that classroom reflected appraisals significantly predicted changes in students’ math self-concept. Thus, in addition to focusing on students’ individual relationships with teachers, it might also be important to focus on teachers’ classroom interactions, curriculum implementation, and teaching style utilized with their class. These experiences might have important implication for furthering our understanding on ways effective teaching can shape students' school experiences and self-perception development.

Author

• Kamilah Legette, UNC
  Presenting Author