Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School. (February 2015)

• Record Type: Journal Article
• Authors: Martin, Andrew J.; Way, Jennifer; Bobis, Janette; Anderson, Judy
• Is Part Of: Journal of early adolescence. Volume 35:Number 2(2015:Feb.)
• Page Start: 199
• Page End: 244
• Publication Date: 2015-02
• Subjects: mathematics -- engagement -- transition -- elementary school -- secondary school; Adolescence -- United States -- Periodicals; Adolescent -- Periodicals; Adolescence -- États-Unis -- Périodiques; 305.235
• DOI: 10.1177/0272431614529365
• Languages: English
• ISSNs: 0272-4316

Abstract

This study of 1, 601 students in the middle years of schooling (Grades 5-8, each student measured twice, 1 year apart) from 200 classrooms in 44 schools sought to identify factors explaining gains and declines in mathematics engagement at key transition points. In multilevel regression modeling, findings showed that compared with Grade 6 students (upper elementary; the reference category), students in Grades 7 (typically the first secondary school year) and 8 have significantly declined in mathematics engagement from their previous year. Notably, in further analyses, these declines were found to be related to student (particularly mathematics self-efficacy and valuing), home (parent valuing of mathematics and availability of a computer for mathematics), classroom (class-average achievement and perceived climate), and school (socio-economic status and ethnic composition) factors. Implications for research and practice are discussed.