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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Toward Excellence with Equity :/
其他題名:	Role of Mathematics Self-Efficacy in Enhancing Mathematics Achievement.
作者:	Yang, Yao.
面頁冊數:	1 online resource (147 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
標題:	Minority students. -
電子資源:	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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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.
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538 $a Mode of access: World Wide Web
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650 4 $a Asian students. $3 3557625
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