Jill Denner1, Olivia Valdes2, Daniel J Dickson3, Brett Laursen4. 1. Education, Training, Research, 100 Enterprise Way, Suite G300, Scotts Valley, CA, 95066, USA. Electronic address: jill.denner@etr.org. 2. Department of Psychology, Florida Atlantic University, 3200 College Avenue, Davie, FL, 33431, USA. Electronic address: valdeso2015@fau.edu. 3. Department of Psychology, Concordia University, 7141 Sherbrooke St. West, Montreal, QC, Canada, H4B 1R6. Electronic address: danieljd824@gmail.com. 4. Department of Psychology, Florida Atlantic University, 3200 College Avenue, Davie, FL, 33431, USA. Electronic address: laursen@fau.edu.
Abstract
INTRODUCTION: Psychological factors like math interest and self-concept typically decline between late childhood and early adolescence; both are key to math achievement. The present study examined the reciprocal interplay between math interest and self-concept across the transition into middle school, and whether associations are moderated by success attributions. METHODS: A total of 263 (120 boys, 143 girls) Latino students (Mage = 10.5 years at outset) from an agricultural community in California (USA) completed surveys at three time points, from the end of primary school to the first year of middle school. Surveys measured math self-concept and math interest, as well as attributions to success in math. Cross-lagged panel models examined possible bidirectional associations between math self-concept and math interest, and whether attributions of success moderated these association. RESULTS: Lower initial levels of math self-concept anticipated greater declines in math interest, an association that was buffered by attributions of math success. The smallest declines in math interest occurred among adolescents who had both the highest math self-concept and were most inclined to attribute success in math to internal factors like studying. These associations remained when potential confounding variables (e.g., school grades, conduct problems) were included. CONCLUSION: The results replicate, in an understudied sample of Latino/a youth, the oft-reported link from low math self-concept to declining interest in math. Unique to this study is evidence of the protection afforded by belief in the efficacy of studying. The findings offer important guidance for teachers and parents seeking to mobilize resources for underperforming students.
INTRODUCTION: Psychological factors like math interest and self-concept typically decline between late childhood and early adolescence; both are key to math achievement. The present study examined the reciprocal interplay between math interest and self-concept across the transition into middle school, and whether associations are moderated by success attributions. METHODS: A total of 263 (120 boys, 143 girls) Latino students (Mage = 10.5 years at outset) from an agricultural community in California (USA) completed surveys at three time points, from the end of primary school to the first year of middle school. Surveys measured math self-concept and math interest, as well as attributions to success in math. Cross-lagged panel models examined possible bidirectional associations between math self-concept and math interest, and whether attributions of success moderated these association. RESULTS: Lower initial levels of math self-concept anticipated greater declines in math interest, an association that was buffered by attributions of math success. The smallest declines in math interest occurred among adolescents who had both the highest math self-concept and were most inclined to attribute success in math to internal factors like studying. These associations remained when potential confounding variables (e.g., school grades, conduct problems) were included. CONCLUSION: The results replicate, in an understudied sample of Latino/a youth, the oft-reported link from low math self-concept to declining interest in math. Unique to this study is evidence of the protection afforded by belief in the efficacy of studying. The findings offer important guidance for teachers and parents seeking to mobilize resources for underperforming students.
Authors: Peter S Hovmand; Esther J Calzada; Lauren E Gulbas; Su Yeong Kim; Saras Chung; Jill Kuhlberg; Carolina Hausmann-Stabile; Luis H Zayas Journal: Clin Child Fam Psychol Rev Date: 2022-03-04