Poster #76 - Predictors of Mathematics and Reading Self-Efficacy in African American Boys

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

Integrative Statement

Bandura (1977), suggests that the four sources of self-efficacy are prior experience, mastery experiences, vicarious experiences, and physiological affect. Bronfenbrenner (1979) discusses the role of the social environment in promoting positive development in children. Within the social environment, peers and teachers play a critical role in child development. In addition, to the importance of the social environment, third grade is a critical juncture in development as children are at the end of the early childhood period. The goal of the study is to examine predictors of self-efficacy in mathematics and reading for African American boys. The study is designed to compare of reading and mathematics achievement for African American boys and to examine within group differences for African-American boys. The main research is what are the predictors of mathematics and reading self-efficacy among African American boys? It is important to understand factors that contribute to positive development and achievement in African American boys.
This studied examined African American third grade boys from the Early Childhood Longitudinal Kindergarten class 2010-2011 (NCES, 2001). The variables in the study included student perceptions of their peer relationships, teacher support and conflict, mathematics self-efficacy, reading self-efficacy, mathematics, and reading achievement. A multiple linear regression was conducted to predict mathematics self-efficacy based on student perceptions of peer relationships, teacher support and conflict, and prior mathematics achievement. A significant regression was found (F(4, 261)=5.909, p=.001), with an R2 of 29%. It was found that student perceptions of their peer relationships (β = .31, p=.00) and prior mathematics achievement (β = .17, p=.01) significant predicted mathematics self-efficacy. It was also found that perceptions of their peer relationships (β = .13, p=.00) and prior reading achievement (β = .15, p=.01) significant predicted reading self-efficacy. Students who perceived that they get along well with their peers and are well-liked had higher mathematics and reading self-efficacy compared with those without those perceptions. In addition, students with higher mathematics and reading achievement at the end of second grade had higher mathematics and reading self-efficacy at the end of third grade. This study highlights the importance of prior achievement and social support in the development of mathematics and reading self-efficacy for African American boys.

Author

• Elizabeth Ricks, Howard University
  Presenting Author