TY - JOUR

T1 - The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement

AU - Froiland, John Mark

AU - Davison, Mark L.

N1 - Publisher Copyright:
© 2016 Elsevier Inc.
Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.

PY - 2016/8/1

Y1 - 2016/8/1

N2 - Little is known about how parent expectations and math motivation work in concert with math course taking to promote math achievement. This longitudinal structural equation modeling (SEM) study examined expectancy-value and self-determination theory motivation constructs and math development among a nationally representative sample of U.S. high school students. The role of mathematics course-taking was also examined. As predicted, parent expectations, student expectations, and peer interest predicted math intrinsic motivation in 9th grade, which predicted student mathematics achievement in 11th grade, even when controlling for SES, race/ethnicity, gender and prior math achievement. Intrinsic motivation for math and parent expectations also predicted taking higher-level math courses (e.g., trigonometry or calculus) over the next 2.5 years, which predicted further math achievement. Parent expectations were a stronger predictor than student expectations of intrinsic motivation for math, course taking, and achievement. Implications for math achievement interventions are discussed.

AB - Little is known about how parent expectations and math motivation work in concert with math course taking to promote math achievement. This longitudinal structural equation modeling (SEM) study examined expectancy-value and self-determination theory motivation constructs and math development among a nationally representative sample of U.S. high school students. The role of mathematics course-taking was also examined. As predicted, parent expectations, student expectations, and peer interest predicted math intrinsic motivation in 9th grade, which predicted student mathematics achievement in 11th grade, even when controlling for SES, race/ethnicity, gender and prior math achievement. Intrinsic motivation for math and parent expectations also predicted taking higher-level math courses (e.g., trigonometry or calculus) over the next 2.5 years, which predicted further math achievement. Parent expectations were a stronger predictor than student expectations of intrinsic motivation for math, course taking, and achievement. Implications for math achievement interventions are discussed.

KW - Adolescents

KW - Expectations

KW - Mathematics

KW - Motivation

KW - Parent involvement

UR - http://www.scopus.com/inward/record.url?scp=84988457234&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84988457234&partnerID=8YFLogxK

U2 - 10.1016/j.lindif.2016.07.012

DO - 10.1016/j.lindif.2016.07.012

M3 - Article

AN - SCOPUS:84988457234

VL - 50

SP - 252

EP - 259

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -