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Exploring Math Interests and Motivation in Diverse Youth: A Mixed-Methods Study

This research, funded by the NSF and presented by Anna Cho under the guidance of Dr. Marie F. Shoffner, investigates the interplay between math self-efficacy, outcome expectations, and interests among 5th, 7th, and 9th-grade students in a Southeastern school district. Using a mixed-methods approach, we explore how teacher and parent support influence students' motivation and engagement in STEM subjects, particularly addressing the underrepresentation of girls and minority students in these fields. Findings reveal significant relationships that can inform educational interventions.

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Exploring Math Interests and Motivation in Diverse Youth: A Mixed-Methods Study

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  1. Math Interests and Motivation from Late Childhood to AdolescenceFunded by NSF #0624724(PI: Marie F. Shoffner, University of Virginia)Presentation by: Anna Cho

  2. Role in Research • Risk and Prevention in Education Sciences (RPES) • Summer Undergraduate Research Program (SURP) • Beliefs, Behavior & Belonging: STEM-Related Interests • Mentor and PI: Marie F. Shoffner, Ph.D

  3. Research • Experiences and success expectations are associated with academic attitudes and motivation (Singh, Granville, & Dika, 2002) • Parent and teacher attitudes are associated with children's interests and perceptions of their abilities (Singh, Granville, & Dika, 2002)

  4. Research • Achievement in math is associated with many interrelated variables (Singh, Granville, & Dika, 2002) • Engagement presumed to be malleable (Cornell, 1990; Finn & Rock, 1997)

  5. Rationale • Girls and minority students do not pursue Science, Technology, Engineering, and Math (STEM) • High number of under-representation of minority groups in STEM

  6. Social Cognitive Career Theory (SCCT) (adapted from Lent, Brown, & Hackett, 1994) Self-Efficacy Environment & Learning STEM Interests Outcome Expectations Perception of Supports Engagement Belonging

  7. Definitions (From Shoffner, 2008) • Self Efficacy: What do I believe I am capable of doing? Can I perform the task? • Outcome Expectation: What do I expect to happen as a result of taking this particular course or entering a particular occupation? • Engagement: How much do I participate and involve myself with the process and content of learning? • Interest: Do I enjoy math and have a desire to incorporate my learning into future experiences?

  8. Research Questions • Are there relationships among math self-efficacy, math outcome expectations and math interests? 2. Are there differences in math self-efficacy, outcome expectations, and interests among 5th, 7th, and 9th grade students? 3. Do math self efficacy and math outcome expectations explain math interests?

  9. Methods Protocol • Mixed Methods Study • Quantitative Data • Instrumentation • Packet of measure assessing constructs involved • Qualitative Data • Middle School boys focus group

  10. Participants N= 183 Demographics • Gender • Female 55% • Male 45% • Ethnicity • African American 39% • European American 45% • Other 16%

  11. Participants • 5th, 7th, and 9th graders from a Southeastern school district • 5th grade (77): 42% • 7th grade (44): 23% • 9th grade (64): 35%

  12. Results Research Question 1: Are there relationships among math self-efficacy, math outcome expectations and math interests? Correlation (Pearson’s Product Moment)

  13. Results cont Research Question 2: Are there differences in self-efficacy, outcome expectations, and interests among 5th, 7th, and 9th grade students? One-Way Analysis of Variance (ANOVA) Self Efficacy Interests Outcome Expectations

  14. Results cont Research Question 3: Do Self Efficacy and Outcome Expectations explain Interests? Multiple Linear Regression

  15. Analysis of Focus Group Data Themes • Teacher Motivators: Opportunities to Raise Grade • Sources of Achievement: Parent Competence • Parent Support, Encouragement, Involvement • Teacher Support, Encouragement, Involvement

  16. Thank You

  17. References Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004, January). School Engagement: Portential of the Concept, State of the Evidence. Review of Educational Research, 74, 59-109. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122. National Science Board (2000). Science and engineering indicators B 2000: Volume 1. (NSB-00-1). Arlington, VA: National Science Foundation. National Science Foundation (2000). (NSF 00-327). Women, minorities, and persons with disabilities in science and engineering. Arlington, VA: Author. Singh, K., Granville, M., & Dika, S. (2002, January). Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement. Journal of Educational Research, 95, 323-332.

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