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Kelly Minor Georgia State University Host Institution: University of Virginia

"Academic Expectations and Values among Low-Income Youth: Exploring Differences by Achievement Level". Kelly Minor Georgia State University Host Institution: University of Virginia. Background.

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Kelly Minor Georgia State University Host Institution: University of Virginia

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  1. "Academic Expectations and Values among Low-Income Youth: Exploring Differences by Achievement Level" Kelly Minor Georgia State University Host Institution: University of Virginia

  2. Background • Motivation is a significant predictor of the academic performance of students (Tavani & Losh, 2003). • Few studies have investigated if motivation varies by the achievement level of students. • The Expectancy-Value Theory of motivation¹: Performance Expectancies Persistence Values Task Choice ¹Eccles-Parsons, Adler, Futterman, Goff, Kaczala, Meece, et al., 1983

  3. Background cont. Expectanciesfor Success Components of Expectancy-Value Theory² Expectancies Ability Beliefs Attainment Intrinsic Values Utility Cost ²Eccles-Parsons, Adler, Futterman, Goff, Kaczala, Meece, et al., 1983

  4. Question and Hypothesis • What is the association between motivation and achievement level in low-income high school students? • Hypothesis: High achieving students will have higher expectations and values than non-high achieving students.

  5. Methods • Education Longitudinal Study: Nationally representative sample of students in 10th grade during 2002. The survey collected data on academic achievement, future expectations, and math and reading performance. • High Achieving: students who participated in Advanced Placement, International Baccalaureate, Talent Search, or any College Prep program.

  6. Methods cont. Expectanciesfor Success • SEM: • Identified that underlying factors were present • Confirmed theory did fit with the data • Similar fit with high and non-high achieving groups • Group comparisons with Analyses of Variance Expectancies Ability Beliefs Attainment Values Intrinsic Utility

  7. Results • One-way ANOVA for Expectancy Beliefs

  8. Results cont. • One-way ANOVA for Value Beliefs

  9. Motivation and Math Outcomes • The latent constructs of motivation (Expectancies and Values) were predictors of math scores. • Expectancies hold more weight in predicting math scores than values. Non- High Achieving Youth High Achieving Youth Expectancies Expectancies 8.83*** 12.47*** MathScores MathScores Values Values 1.80*** 3.19***

  10. Findings and Implications • Generally, there were higher levels of motivation among high achieving students. • Higher expectations and values predict higher math scores. • Expectations hold more weight than values in determining motivation. • Educators and future researchers should identify ways to increase the motivation of non-high achieving students, especially in regards to expectancy components.

  11. References • Data Source: U.S. Department of Education, National Center for Education Statistics. EDUCATION LONGITUDINAL STUDY (ELS), 2002: BASE YEAR [Computer file]. ICPSR04275-v1. Washington, DC: U.S. Dept. of Education, National Center for Education Statistics [producer], 2004. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2005-10-11. • Tavani, C., & Losh, S., (2003). Motivation, self-confidence, and expectations as predictors of the academic performances among our high school students. Child Study Journal, 33(3), 141-151. • This study was conducted under Dr. Joanna Lee of the University of Virginia, while participating in the Summer Undergraduate Research Program.

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