Math motivational belief development during high school by race/ethnicity: Teachers and parents as predictors of changes.

IF 3.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Psychology Pub Date : 2024-09-09 DOI:10.1037/dev0001823

Glona Lee-Poon,Jacquelynne S Eccles,Sandra D Simpkins

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引用次数: 0

Abstract

The changes in adolescents' math motivational beliefs (i.e., expectancies for success, interest, and utility value) across Grades 9-11 and the associations between these changes and adolescents' experiences with socializers (i.e., perceived teacher unfairness and parent-adolescent discussions) were examined within each of the four largest racial/ethnic groups in the United States using the High School Longitudinal Study, a nationally representative data set (n = 19,010; 50% female; 9% Asian; 11% Black; 18% Latine; 62% White; Mage = 14.53 in Grade 9). Cross-tabulation analyses suggested that similar developmental trends emerged within each racial/ethnic group (which were tested separately). Many adolescents maintained their high or low expectancies, interest, and utility values across Grades 9-11. Some patterns varied by belief; for example, several adolescents switched from high to low interest by Grade 11, whereas several adolescents switched from low to high utility value. Parent-adolescent discussions predicted positive changes among Asian and Latine adolescents, whereas perceived teacher unfairness predicted negative changes among Black adolescents. The findings from the present study highlight the diverse developmental trends in adolescents' motivational beliefs and the potential role of socializers as sources of strength or challenge in their motivational belief development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

查看原文本刊更多论文

按种族/族裔划分的高中数学动机信念发展情况：教师和家长是变化的预测因素。

我们利用具有全国代表性的数据集《高中纵向研究》（High School Longitudinal Study）（n = 19010；50% 女性；9% 亚洲人；11% 黑人；18% 拉丁人；62% 白人；9 年级学生平均年龄 = 14.53），对美国四大种族/民族群体中的每一个群体进行了研究。交叉分析表明，每个种族/族裔群体（分别进行测试）都出现了类似的发展趋向。许多青少年在九年级至十一年级期间保持着或高或低的期望值、兴趣值和效用值。一些模式因信仰而异；例如，一些青少年在十一年级时从高兴趣转为低兴趣，而一些青少年则从低效用值转为高效用值。家长与青少年的讨论预示着亚裔和拉丁裔青少年的积极变化，而认为教师不公平则预示着黑人青少年的消极变化。本研究的结果凸显了青少年动机信念的不同发展趋向，以及社会化者在青少年动机信念发展过程中作为力量来源或挑战来源的潜在作用。(PsycInfo Database Record (c) 2024 APA, 版权所有）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.