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ERIC Number: EJ1069048
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0009-3920
Establishing an Explanatory Model for Mathematics Identity
Cribbs, Jennifer D.; Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M.
Child Development, v86 n4 p1048-1062 Jul-Aug 2015
This article empirically tests a previously developed theoretical framework for mathematics identity based on students' beliefs. The study employs data from more than 9,000 college calculus students across the United States to build a robust structural equation model. While it is generally thought that students' beliefs about their own competence in mathematics directly impact their identity as a "math person," findings indicate that students' self-perceptions related to competence and performance have an "indirect" effect on their mathematics identity, primarily by association with students' interest and external recognition in mathematics. Thus, the model indicates that students' competence and performance beliefs are not sufficient for their mathematics identity development, and it highlights the roles of interest and recognition.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
IES Grant or Contract Numbers: 0813702