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Middle school student perceptions of mathematics motivation and teacher support in a higher-income setting

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TitleInfo
Title
Middle school student perceptions of mathematics motivation and teacher support in a higher-income setting
TitleInfo (type = abbreviated)
Title
Middle school math motivation and teacher support
Name (type = personal)
NamePart (type = family)
Dombrowski
NamePart (type = given)
Ashley Marie
NamePart (type = date)
1986-
DisplayForm
Ashley Marie Dombrowski
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Gregory
NamePart (type = given)
Anne
DisplayForm
Anne Gregory
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Cherniss
NamePart (type = given)
Cary
DisplayForm
Cary Cherniss
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
co-chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-10
CopyrightDate (encoding = w3cdtf); (keyDate = yes); (qualifier = exact)
2014
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Decrements in mathematics motivation across early adolescence are a concern in the United States, particularly for females and African Americans given their underrepresentation in math-related career pathways. Disturbing trends highlight the need to further understand student motivation during the middle school years, when motivational losses begin. Teacher support is a key contextual factor associated with motivation, however less is known about the role of teacher support as a protective factor against motivational decrements specifically among African Americans and females. The current study utilized a cross-sectional design to examine relationships among mathematics motivation, teacher support, and student characteristics (i.e., race and gender) for 1021 fifth through eighth grade students from a New Jersey school district in a relatively higher-income community. The students completed a survey measuring four aspects of mathematics motivation and two aspects of teacher support. Multiple regression analyses did not replicate previous research showing straight-forward declines in motivation across the middle school years. Unexpectedly, across race and gender, students in later grades reported lower costs associated with math effort and higher expectancy for math success than those in earlier grades. That said, analyses did reveal a concerning trend about two aspects of motivation for females. Comparing responses across grade level, females did not differ in their valuing of math or their future interest in math. Males in later grades, in contrast, reported higher valuing of and future interest in math compared to their male peers in earlier grades. This suggests a gender motivation gap might be initiated toward the end of middle school. Also noteworthy was that teacher support was found to be positively associated with motivation for all students, regardless of gender and race. Thus, teacher support was promotive for all, but not a unique protective factor for African American and female students. In fact, analyses showed that teacher help had a stronger association with the expectancy aspect of motivation for males than for females. Overall, these results highlight the importance of teacher support in math motivation as well as the unique relationships between contextual factors and motivation based on student grade level and gender.
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Identifier
ETD_5669
Identifier (type = doi)
doi:10.7282/T3S46QDZ
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 121 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Ashley Marie Dombrowski
Subject (authority = ETD-LCSH)
Topic
Mathematics--education--United States--New Jersey
Subject (authority = ETD-LCSH)
Topic
Motivation in education
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Subject (authority = RUETD)
Topic
School Psychology
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Dombrowski
GivenName
Ashley
MiddleName
Marie
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-05-06 10:13:09
AssociatedEntity
Name
Ashley Dombrowski
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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