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ERIC Number: EJ1046691
Record Type: Journal
Publication Date: 2014-Oct
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0272-930X
How Do Teachers' Beliefs Predict Children's Interest in Math from Kindergarten to Sixth Grade?
Upadyaya, Katja; Eccles, Jacquelynne S.
Merrill-Palmer Quarterly: Journal of Developmental Psychology, v60 n4 Article 3 p403-430 Oct 2014
The present study investigated to what extent teachers' beliefs about children's achievement contribute to the development of children's math interest. In addition, the extent to which other possible predictors, such as performance in math, gender, and race/ethnicity would contribute to the development of children's math interest was examined. Three cohorts of children (N = 849) and their teachers participated in the study starting from kindergarten through their sixth grade. The results showed that especially teachers' beliefs about children's effort and potential performance positively predicted children's interest in math across the primary school years, whereas teachers' beliefs about children's math ability predicted children's math interest only at the beginning of primary school. Further, all the models were similar for boys and girls and for children in different cohort groups.
Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1; Grade 3
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Michigan
Grant or Contract Numbers: HD17553