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West, Stephen G.; Hughes, Jan N.; Kim, Han Joe; Bauer, Shelby S. – Educational Measurement: Issues and Practice, 2019

The Motivation for Educational Attainment (MEA) questionnaire, developed to assess facets related to early adolescents' motivation to complete high school, has a bifactor structure with a large general factor and three smaller orthogonal specific factors (teacher expectations, peer aspirations, value of education). This prospective validity study…

Descriptors: Student Motivation, Educational Attainment, Questionnaires, Adolescent Attitudes

Cirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S. – Journal of Educational Research, 2019

Algebra I is a crucial course for middle and high school students for successful STEM-related coursework. A key issue is whether students should take Algebra I in Grade 8 versus Grade 9. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. In the study, 53 students were…

Descriptors: Algebra, Prediction, Grade 8, Grade 9

Domina, Thurston; McEachin, Andrew; Hanselman, Paul; Agarwal, Priyanka; Hwang, NaYoung; Lewis, Ryan W. – Sociology of Education, 2019

Schools use an array of strategies to match curricula and instruction to students' heterogeneous skills. Although generations of scholars have debated ''tracking'' and its consequences, the literature fails to account for diversity of school-level sorting practices. In this article, we draw on the work of Sørensen and others to articulate and…

Descriptors: Track System (Education), Homogeneous Grouping, Correlation, Longitudinal Studies

Gniewosz, Burkhard; Watt, Helen M. G. – Developmental Psychology, 2017

This study examines whether and how student-perceived parents' and teachers' overestimation of students' own perceived mathematical ability can explain trajectories for adolescents' mathematical task values (intrinsic and utility) controlling for measured achievement, following expectancy-value and self-determination theories. Longitudinal data…

Descriptors: Adolescents, Parents, Teachers, Mathematics Skills

Björn, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik – Educational Psychology, 2016

This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9-10 years old at the baseline). The children's text-reading fluency, text comprehension and basic calculation…

Descriptors: Reading Comprehension, Elementary School Students, Prediction, Secondary School Students

Carnoy, Martin; Khavenson, Tatiana; Loyalka, Prashant; Schmidt, William H.; Zakharov, Andrey – American Educational Research Journal, 2016

International assessments, such as the Program for International Student Assessment (PISA), are being used to recommend educational policies to improve student achievement. This study shows that the cross-sectional estimates behind such recommendations may be biased. We use a unique data set from one country that applied the PISA mathematics test…

Descriptors: International Assessment, Outcomes of Education, Longitudinal Studies, Achievement Tests

Petersen, Jennifer Lee; Hyde, Janet Shibley – Educational Psychology, 2017

Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…

Descriptors: Secondary School Mathematics, Mathematics Skills, Middle Schools, Middle School Students

Reed, Helen C.; Kirschner, Paul A.; Jolles, Jelle – Frontline Learning Research, 2015

It is often argued that enhancement of self-beliefs should be one of the key goals of education. However, very little is known about the relation between self-beliefs and performance when students move from primary to secondary school in highly differentiated educational systems with early tracking. This large-scale longitudinal cohort study…

Descriptors: Self Concept, Self Efficacy, Questionnaires, Mathematics Tests

Mok, Magdalena M. C.; McInerney, Dennis M.; Zhu, Jinxin; Or, Anthony – British Journal of Educational Psychology, 2015

Background: A number of methods to investigate growth have been reported in the literature, including hierarchical linear modelling (HLM), latent growth modelling (LGM), and multidimensional scaling applied to longitudinal profile analysis (LPAMS). Aims: This study aimed at modelling the mathematics growth of students over a span of 6 years from…

Descriptors: Mathematics Achievement, Achievement Gains, Longitudinal Studies, Grade 3

Möller, Jens; Zimmermann, Friederike; Köller, Olaf – British Journal of Educational Psychology, 2014

Background: The reciprocal I/E model (RI/EM) combines the internal/external frame of reference model (I/EM) with the reciprocal effects model (REM). The RI/EM extends the I/EM longitudinally and the REM across domains. The model predicts that, within domains, mathematics and verbal achievement (VACH) and academic self-concept have positive effects…

Descriptors: Self Concept, Mathematics Achievement, Verbal Ability, Validity

Fong, Anthony B.; Jaquet, Karina; Finkelstein, Neal – Regional Educational Laboratory West, 2014

This REL West study explores the prevalence of students repeating Algebra I, who is most likely to repeat the course, and the level of improvement for students who repeat. Using six years of data from a cohort of 3,400 first-time seventh grade students in a California school district, authors found that 44 percent of students repeated algebra I.…

Descriptors: Algebra, Repetition, High School Students, Mathematics Achievement

Cortes, Kalena; Goodman, Joshua; Nomi, Takako – Society for Research on Educational Effectiveness, 2013

The purpose of this research is to study the long-run impacts (i.e. on educational attainment) of a freshman math intervention called "double-dose algebra". The intervention was conducted in 2003 and 2004 within the Chicago Public Schools (CPS), a large, poor urban school district. In response to low passing rates in 9th grade algebra,…

Descriptors: Mathematics Instruction, Algebra, Mathematics Achievement, High School Freshmen