Effects of Engaging Classroom Strategies and Teacher Support on Student Outcomes Over School Transitions

Barth, Joan M.; McCallum, Debra Moehle; Todd, Beth A.; Guadagno, Rosanna E.; Roskos, Beverly; Burkhalter, Carmen L.; Goldston, M. Jenice

doi:10.18260/1-2--17822

Cited by 6 publications

(11 citation statements)

References 22 publications

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“…Second, given that social support has been repeatedly identified as an important factor affecting choice of STEM academic interest and career pursuits (e.g. Ahmed et al, 2010; Barth et al, 2011; Rice et al, 2012), we further compared the relations between the typologies that emerged from the first research question and social support provided by teachers, parents, and peers. Importantly, we utilized measures of social support for each academic area separately, so we can evaluate the importance of making distinctions among different STEM fields.…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…Frome and Eccles, 1998), but some research suggests that teachers and friends also have an impact on students’ attitudes toward academic subjects (Bokhorst et al, 2010; Rice et al, 2012; Wilkins and Ma, 2003) and career aspirations (Wang and Staver, 2001). For example, students’ perceptions of positive instructional approaches including teacher support and use of engaging instruction were found to be associated with better attitudes and higher self-efficacy for mathematics and science during the transition to middle school and high school (Barth et al, 2011). More recently, Rice et al (2012) found that social support from parents, teachers, and friends was positively related to mathematics and science efficacy and interest.…”

Section: Introductionmentioning

confidence: 99%

“…Very few have examined mathematics, science, and computer interests separately. Even among the studies that have investigated these subjects within the same study, the results have been mixed as to how similar students react to the subjects (Bandura et al, 2001; Barth et al, 2011). For example, Barth et al (2011) found that girls’ self-efficacy beliefs in mathematics and science showed different trajectories over adolescent school transitions.…”

Section: Introductionmentioning

confidence: 99%

“…Even among the studies that have investigated these subjects within the same study, the results have been mixed as to how similar students react to the subjects (Bandura et al, 2001; Barth et al, 2011). For example, Barth et al (2011) found that girls’ self-efficacy beliefs in mathematics and science showed different trajectories over adolescent school transitions. Yet, different patterns in students’ experiences were not found in other studies (Bandura et al, 2001; Simpkins et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

A Q factor analysis approach to understanding female college students’ attitudes toward multiple STEM disciplines

Yang

Barth

2017

Methodological Innovations

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Research on gender disparities in STEM (Science, Technology, Engineering, and Mathematics) has paid little attention to the fact that not all STEM disciplines experience the same degree of gender imbalance. Previous research has primarily examined a single STEM discipline or combined STEM disciplines in their analyses. This study addressed some of the limitations of previous research using an innovative statistical approach, Q factor analysis (QFA). QFA is used to explore multifaceted human perceptions, behaviors, and experiences. It enables researchers to categorize people based on their pattern of responses and opinions on a certain topic, in contrast to the more commonly used R factor analysis that categorizes variables. QFA was applied to a sample of 98 female undergraduate students who were enrolled in introductory STEM courses. Participants competed a survey that assessed their attitudes, experiences and beliefs about math, science, and computers. Questions tapped into constructs typically used in social cognitive models of academic and career choices. Two typologies emerged from the analyses. The math-computer group had favorable attitudes and beliefs toward math and computers and less interest in science; whereas the science group had more favorable attitudes and beliefs towards science. Participants' major choice and self-reported academic support aligned with the two groups in ways that were consistent with the groups' interests. The study demonstrates the potential for QFA to be applied with various types of data on a wide range of topics and to address questions that are not easily answered using traditional statistical approaches.

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Section: Purpose Of the Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A Q factor analysis approach to understanding female college students’ attitudes toward multiple STEM disciplines

Yang

Barth

2017

Methodological Innovations

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“…This transitional period in adolescence is particularly interesting when investigating maths attainment trajectories because of the impact of the education transition and the differences found in maths outcomes between primary and secondary education students. For example, students in secondary education report less involvement in maths class, less positive attitudes towards maths, decreased maths enjoyment, decreased maths interest and increased maths anxiety compared with primary education students [ 20 , 21 ]. These ‘attitudes’ towards maths (i.e.…”

Section: Introductionmentioning

confidence: 99%

Maths attitudes, school affect and teacher characteristics as predictors of maths attainment trajectories in primary and secondary education

Evans

Field

2020

R. Soc. open sci.

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Maths attainment is essential for a wide range of outcomes relating to further education, careers, health and the wider economy. Research suggests a significant proportion of adults and adolescents are underachieving in maths within the UK, making this a key area for research. This study investigates the role of children's perceptions of the school climate (children's affect towards school and student–teacher relationships), their attitudes towards maths and teacher characteristics as predictors of maths attainment trajectories, taking the transition from primary to secondary education into consideration. Two growth models were fit using secondary data analysis of the Avon Longitudinal Study of Parents and Children (ALSPAC). The first model, which looked at predictors of maths attainment in primary education, found significant associations only between positive maths attitudes and increased maths attainment. The second model, which looked at predictors of maths attainment in secondary education, found significant associations between increased maths attainment and positive maths attitudes, decreased school belonging, positive student–teacher relationships and increased teacher fairness. The findings suggest that the secondary education school environment is particularly important for maths attainment.

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Internalizing symptoms and working memory as predictors of mathematical attainment trajectories across the primary–secondary education transition

2020

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The transition from primary to secondary education is a critical period in early adolescence which is related to increased anxiety and stress, increased prevalence of mental health issues, and decreased maths performance, suggesting it is an important period to investigate maths attainment. Previous research has focused on anxiety and working memory as predictors of maths, without investigating any long-term effects around the education transition. This study examined working memory and internalizing symptoms as predictors of children's maths attainment trajectories (age 7–16) across the transition to secondary education using secondary longitudinal analysis of the Avon Longitudinal Study of Parents and Children (ALSPAC). This study found statistically significant, but very weak evidence for the effect of internalizing symptoms and working memory on maths attainment. Greater parental education was the strongest predictor, suggesting that children of parents with a degree (compared with those with a CSE) gain the equivalent of almost a year's schooling in maths. However, due to methodological limitations, the effects of working memory and internalizing symptoms on attainment cannot be fully understood with the current study. Additional research is needed to further uncover this relationship, using more time-appropriate measures.

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Effects of Engaging Classroom Strategies and Teacher Support on Student Outcomes Over School Transitions

Cited by 6 publications

References 22 publications

A Q factor analysis approach to understanding female college students’ attitudes toward multiple STEM disciplines

A Q factor analysis approach to understanding female college students’ attitudes toward multiple STEM disciplines

Maths attitudes, school affect and teacher characteristics as predictors of maths attainment trajectories in primary and secondary education

Internalizing symptoms and working memory as predictors of mathematical attainment trajectories across the primary–secondary education transition

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