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ERIC Number: ED562108
Record Type: Non-Journal
Publication Date: 2015
Pages: 9
Abstractor: ERIC
Reference Count: 38
1 + 1 Is Not Always 2: Variation in the Relations between Mathematics Self-Efficacy Development and Longitudinal Mathematics Achievement Growth
Shanley, Lina
Society for Research on Educational Effectiveness
Preparing every student to be college and career ready by the time they graduate from high school has become a national policy priority. Although a variety of academic skills are required for postsecondary success, mathematics achievement is a particularly influential factor in college and career readiness (Pellegrino & Hilton, 2012). Research suggests that college and career readiness efforts in mathematics likely need to start in the primary grades because kindergarten academic skills, measured upon school entry are highly predictive of academic performance at the end of first grade and well beyond. This descriptive study utilizes an extant, observational, nationally representative data set to describe and explore relationships between student demographic characteristics, mathematics achievement, and mathematics self-efficacy. Preliminary findings suggest that early mathematics achievement growth may behave differently based on SES and sex. Complete analyses will allow for a closer examination of the relationships between mathematics achievement and self-efficacy development for different students. This knowledge can support instructional planning and inform the development of targeted interventions that can support academic achievement and intra and interpersonal skill development. Figures are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey