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Toward Excellence with Equity : = Role of Mathematics Self-Efficacy in Enhancing Mathematics Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Toward Excellence with Equity :/
Reminder of title:	Role of Mathematics Self-Efficacy in Enhancing Mathematics Achievement.
Author:	Yang, Yao.
Description:	1 online resource (147 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
Subject:	Minority students. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30499106click for full text (PQDT)
ISBN:	9798379435387

Toward Excellence with Equity : = Role of Mathematics Self-Efficacy in Enhancing Mathematics Achievement.
Yang, Yao.

Toward Excellence with Equity :Role of Mathematics Self-Efficacy in Enhancing Mathematics Achievement. - 1 online resource (147 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ph.D.)--Purdue University, 2023.

Includes bibliographical references

This dissertation researched the scope of mathematics achievement disparities in the United States and how these disparities can be minimized through a self-efficacy lens. To answer pertinent research questions with data from the National Assessment of Educational Progress (NAEP) 2019 mathematics assessment in Grades 4, 8, and 12, gap analyses, two-level cross-sectional multilevel modeling, and two-level structural equation modeling were conducted. The discoveries demonstrated that the excellence gaps in U.S. in mathematics achievement by race/ethnicity, gender, NSLP, ELL, and IEP persisted and widened from Grade 4 to Grade 8 yet decreased at Grade 12. Self-efficacy was a noteworthy predictor of students' mathematics achievement, displaying large effect sizes across grades. The disparities in mathematics achievement by student subgroups lessened when students' self-efficacy was equal. Moreover, self-efficacy mediated the relationships between mastery-approach goals, performance-approach goals, interest, persistence in learning and achievement. Additional results demonstrated that the status of being racially/ethnically underrepresented students partially moderated the connections between motivational variables and mathematics achievement. School locale and the percentage of underrepresented students significantly impacted students' achievement. This dissertation underscores the importance of self-efficacy in closing mathematics achievement gaps and improving students' mathematics achievement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379435387Subjects--Topical Terms:

3332167
Minority students.
Index Terms--Genre/Form:

542853
Electronic books.

Toward Excellence with Equity : = Role of Mathematics Self-Efficacy in Enhancing Mathematics Achievement.
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245 1 0 $a Toward Excellence with Equity : $b Role of Mathematics Self-Efficacy in Enhancing Mathematics Achievement.
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300 $a 1 online resource (147 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
500 $a Advisor: Maeda, Yukiko.
502 $a Thesis (Ph.D.)--Purdue University, 2023.
504 $a Includes bibliographical references
520 $a This dissertation researched the scope of mathematics achievement disparities in the United States and how these disparities can be minimized through a self-efficacy lens. To answer pertinent research questions with data from the National Assessment of Educational Progress (NAEP) 2019 mathematics assessment in Grades 4, 8, and 12, gap analyses, two-level cross-sectional multilevel modeling, and two-level structural equation modeling were conducted. The discoveries demonstrated that the excellence gaps in U.S. in mathematics achievement by race/ethnicity, gender, NSLP, ELL, and IEP persisted and widened from Grade 4 to Grade 8 yet decreased at Grade 12. Self-efficacy was a noteworthy predictor of students' mathematics achievement, displaying large effect sizes across grades. The disparities in mathematics achievement by student subgroups lessened when students' self-efficacy was equal. Moreover, self-efficacy mediated the relationships between mastery-approach goals, performance-approach goals, interest, persistence in learning and achievement. Additional results demonstrated that the status of being racially/ethnically underrepresented students partially moderated the connections between motivational variables and mathematics achievement. School locale and the percentage of underrepresented students significantly impacted students' achievement. This dissertation underscores the importance of self-efficacy in closing mathematics achievement gaps and improving students' mathematics achievement.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Minority students. $3 3332167
650 4 $a Asian students. $3 3557625
650 4 $a Achievement tests. $3 565866
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650 4 $a Cognition & reasoning. $3 3556293
650 4 $a Poverty. $3 540228
650 4 $a Black students. $3 3685007
650 4 $a Standardized tests. $3 3564716
650 4 $a Cooperation. $3 594090
650 4 $a Academic achievement. $3 541708
650 4 $a Society. $3 700566
650 4 $a Race. $3 529036
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Learning. $3 516521
650 4 $a Literacy. $3 528342
650 4 $a Educational psychology. $3 517650
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Mathematics education. $3 641129
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0280
690 $a 0288
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710 2 $a Purdue University. $3 1017663
773 0 $t Dissertations Abstracts International $g 84-10A.
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