Math interest and self‐concept among latino/a students: Reciprocal influences across the transition to middle school

Abstract

Introduction: Psychological factors like math interest and self-concept typically decline between late childhood and early adolescence; both are key to math achievement. The present study examined the reciprocal interplay between math interest and self-concept across the transition into middle school, and whether associations are moderated by success attributions. Methods: A total of 263 (120 boys, 143 girls) Latino students (M age = 10.5 years at outset) from an agricultural community in California (USA) completed surveys at three time points, from the end of primary school to the first year of middle school. Surveys measured math self-concept and math interest, as well as attributions to success in math. Cross-lagged panel models examined possible bidirectional associations between math self-concept and math interest, and whether attributions of success moderated these association. Results: Lower initial levels of math self-concept anticipated greater declines in math interest, an association that was buffered by attributions of math success. The smallest declines in math interest occurred among adolescents who had both the highest math self-concept and were most inclined to attribute success in math to internal factors like studying. These associations remained when potential confounding variables (e.g., school grades, conduct problems) were included. Conclusion:The results replicate, in an understudied sample of Latino/a youth, the oft-reported link from low math self-concept to declining interest in math. Unique to this study is evidence of the protection afforded by belief in the efficacy of studying. The findings offer important guidance for teachers and parents seeking to mobilize resources for underperforming students.Psychological factors, especially math interest and self-concept of math ability, play an important role in math achievement (Guay, Larose, & Boivin, 2004). Both typically decline across late childhood and early adolescence (King & McInerney, 2014;Musu-Gillette, Wigfield, Harring, & Eccles, 2015), a period when math performance also decreases (National Center for Education Statistics, 2016). The transition into middle school marks a period of rapid disengagement from math for many students (Eccles & Roeser, 2009. Changes in classroom characteristics and practices disrupt competency goals, mastery beliefs, and intrinsic motives for learning . The problem is especially acute for Latinos, who tend to find the transition more challenging than other ethnic groups (Akos & Galassi, 2004). Dramatic declines in academic engagement and performance (Espinoza & Juvonen, 2011;Hughes, Im, Kwok, Cham, & West, 2015) mean that many Latinos enter middle school with lower math achievement than their peers

System Dynamics of Cognitive Vulnerabilities and Family Support Among Latina Children and Adolescents

“…A number of studies document an increased risk for adverse outcomes resulting from school transitions, with some estimates suggesting that more than 1 in 3 students experience some type of difficulty (academic, behavioral, social, emotional). Much of this literature focuses on academic performance and school dropout, but some evidence suggests that self-esteem, depression and even suicidality may be impacted as well (Benner & Graham, 2009 , 2011 ; Denner et al, 2019 ; Gore & Aseltine, 2003 ; Williams et al, 2017 ). A study that followed 631 youth from 2nd grade to 8th grade found that the transition from elementary to middle school was associated with increased risk for internalizing symptoms (Nelemans et al, 2018 ).…”

Family values, parent roles, and life challenges: Parent reflections on the factors shaping long‐term interest development for young children and their families participating in an early childhood engineering program

“…Much of the research on interest, including STEM‐related interest, has historically been with older children, often highlighting the apparent drop in STEM‐related interest in middle and high school (e.g., Bystydzienski et al, 2015; Denner et al, 2019; Shaby et al, 2021; Staus et al, 2020). However, emerging evidence over the last several decades indicates that the foundation of STEM‐related interests 1 develops much early, even before children enter the formal education system (Ainley & Ainley, 2015; Alexander et al, 2015; Pattison & Dierking, 2018).…”

Academic Interest Scale for Adolescents: Development, Validation, and Measurement Invariance With Chinese Students

“…A Study found that 17.38% junior high school students in rural areas of China reported to have suffered from learning weariness (Zhao, 2015). Theoretical as well as empirical research emphasized that students’ individual factors (e.g., Schurtz et al, 2014; Zhang et al, 2018; Denner et al, 2019) along with environmental factors (e.g., Lazarides et al, 2019) are all important predictors of their academic interests. As for learning weariness of Chinese students, one of the main reasons is the heavy academic burden (Guo and Zhang, 2012).…”