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ERIC Number: EJ929578
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0256-8543
Individual Learner Variables and Their Effect on Mathematics Achievement as Students Advance from Fifth to Sixth Grade
Shores, Melanie L.; Shannon, David M.; Smith, Tommy G.
Journal of Research in Childhood Education, v24 n3 p187-194 2010
A total of 761 students (58.1% female) from selected fifth- and sixth-grade mathematics classrooms in Alabama were examined to investigate the relationships between individual learner variables (gender, ethnicity, socioeconomic status [SES]) and mathematics performance. Specifically, this portion of the study examined individual learner variables and their effects on mathematics achievement as students advance from fifth to sixth grade. The two-group path analysis resulted in differences in the degree to which individual learner variables (i.e., gender, ethnicity, SES) affect self-regulated learning, motivation, anxiety, and mathematics achievement as students move from fifth to sixth grade. Path analysis results indicated that the constrained and unconstrained models were statistically different (p less than 0.001), meaning that the findings were not consistent for the fifth- and sixth-grade students. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire; Test Anxiety Inventory