ERIC Number: ED301477
Record Type: RIE
Publication Date: 1988
Student/Teacher Relations and Attitudes toward Mathematics before and after the Transition to Junior High School.
Midgley, Carol; And Others
A longitudinal study was conducted to determine the effect of teachers and achievement on the students valuing of mathematics. A total of 1,301 students and the teachers they had for mathematics before and after transition to junior high school were involved in the study. It was found that when students move from elementary teachers they percieve to be low in support to junior high teachers they perceive to be high in support, the intrinsic value of math is enhanced, while students who move from teachers they perceive to be high in support to teachers they perceive to be low in support experience a sharp decline in both intrinsic value and perceived usefulness and importance of math. Students' perceptions of the usefulness and importance of math interacts with achievement level. Math values decrease more sharply during the first year of junior high for low achieving students who move from more supportive to less supportive teachers than for high achieving students who experience the same change. (Author/TW)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Urban Wildlife Research Center, Inc., Ellicott City, MD.; National Science Foundation, Washington, DC.
Authoring Institution: Michigan Univ., Ann Arbor. Inst. for Social Research.