The effects of student s gender and classroom disruptive behaviors and parental income on student s mathematics achievement trajectory

Abstract

The goal of the study was to examine the role of students' gender, their disruptive behaviors, and parental income on their mathematics achievement history. Participants included 8,984 individuals aged 12-16 years and the data were collected from the National Longitudinal Surveys (NLS). The study results showed that there was not any significant gender effect on students' mathematics achievement trajectories. Furthermore, students with disruptive behaviors were more successful than their peers with less disruptive behaviors. Finally, the latent growth curve model parameter estimates indicated there was not any significant parental earned income impact on students' mathematics achievement trajectories.