Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School

Abstract

This study of 1,601 students in the middle years of schooling (Grades 5-8, each student measured twice, 1 year apart) from 200 classrooms in 44 schools sought to identify factors explaining gains and declines in mathematics engagement at key transition points. In multilevel regression modeling, findings showed that compared with Grade 6 students (upper elementary; the reference category), students in Grades 7 (typically the first secondary school year) and 8 have significantly declined in mathematics engagement from their previous year. Notably, in further analyses, these declines were found to be related to student (particularly mathematics self-efficacy and valuing), home (parent valuing of mathematics and availability of a computer for mathematics), classroom (class-average achievement and perceived climate), and school (socio-economic status and ethnic composition) factors. Implications for research and practice are discussed.

Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese‐ and English‐speaking background students in Australian schools

“…Achievement was assessed by a post‐survey test of numeracy and literacy. The numeracy and literacy items comprised a set of mathematics, spelling, and comprehension test questions arranged in order of difficulty and adapted from Martin, Anderson, Bobis, Way, and Vellar () and Martin, Way, Bobis, and Anderson () along the lines of the Wide Range Achievement Test (WRAT, Wilkinson, ) so as to be applicable to a range of age groups. Indeed, the test was sensitive to significant graduated mean‐level differences for each year level, F (2, 417) = 8.23, p < .001, leading to standardization by year level.…”

Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations

“…A plethora of empirical studies have suggested a number of motivational and social antecedents that could encourage and cultivate students' proactive engagement. Motivational antecedents include, for example, self-efficacy (e.g., Breso et al, 2011;Phan, 2014c;Phan & Ngu, 2014a;Ouweneel et al, 2013;Reeve & Lee, 2014;Phan, 2014b;Wang & Eccles, 2013), task value (e.g., Wang & Eccles, 2013;Martin, Way, & Anderson, 2015;Phan & Ngu, 2014b;Fan, 2011), and mastery goal orientation (e.g., Wang & Holcombe, 2010;Reeve & Lee, 2014;Phan, 2014a;Gonida, Voulala, & Kiosseoglou, 2009). In addition, empirical findings have produced salient social antecedents of engagement that include, for example, parents' and teachers' support (e.g., Perry, Liu, & Pabian, 2010;Wang & Holcombe, 2010;Wang & Eccles, 2013;Brewster & Bowen, 2004;Wang & Eccles, 2012b;Estell & Perdue, 2013).…”

Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study

“…Until recently, much of the research on engagement in math and science learning has focused on mean-level gender differences in motivation, engagement, and contextual factors. Although girls and boys have similar math and science course grades, several studies have shown that girls have lower perceptions of their abilities in these domains than do boys (Andre, Wingham, Hendrickson, & Chambers, 1999;Marsh, Trautwein, L€ udtke, K€ oller, & Baumert, 2005;Watt et al, 2012). Additionally, there is evidence that girls have less positive attitudes toward science, less interest in the domain, and are more likely to perceive science as difficult (Brotman & Moore, 2008;Jones, Howe, & Rua, 2000;Miller, Blessing, & Schwartz, 2006;Wang, 2012).…”

“…Adolescents’ engagement in math and science coursework is critical for developing the preparation and persistence necessary to pursue college majors and careers in science, technology, engineering, and mathematics (STEM) fields (Maltese & Tai, ). Unfortunately, American adolescents’ engagement in math and science declines over the middle and high school years, particularly for female and minority students (Martin, Way, Bobis, & Anderson, ; Wigfield et al, 2015). As a result, many American youth fail to attain the fundamental math and science skills that would enable them to successfully participate in the workforce (Baldi et al, ; Evan, Gray, & Olchefske, ), and even fewer attain the advanced knowledge and abilities needed to pursue STEM careers (National Science Foundation, ).…”