Download full textERIC Number: ED616670
Record Type: Non-Journal
Publication Date: 2021-Jul
Pages: 104
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Mathematics Motivation and Its Relationship with Mathematics Performance: Evidence from the National Assessment for Educational Progress-High School Longitudinal Study of 2019 Overlap Sample. AIR-NAEP Working Paper 2021-03
Zhang, Jizhi; Bohrnstedt, George; Park, Bitnara Jasmine; Ikoma, Sakiko; Ogut, Burhan; Broer, Markus
American Institutes for Research
This study uses the overlap sample of about 3,500 students who participated both in the High School Longitudinal Study of 2009 (HSLS:09) and the 2013 Grade 12 National Assessment of Educational Progress (NAEP) mathematics assessment to investigate how mathematics motivation (mathematics identity, mathematics self-efficacy, and mathematics interest) at grade 9 and 11 is related to grade 12 NAEP mathematics performance, simultaneously taking into account grade 9 mathematics achievement, family and school background factors, and grade 11 educational expectations and high school mathematics coursetaking.
Descriptors: Mathematics Education, Student Motivation, Mathematics Achievement, National Competency Tests, Longitudinal Studies, High School Students, Grade 12, Identification (Psychology), Self Efficacy, Student Interests, Grade 9, Grade 11, Predictor Variables, Student Characteristics, Gender Differences, Racial Differences
American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education; Grade 12; Grade 9; Junior High Schools; Middle Schools; Grade 11
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (NCES) (ED/IES)
Authoring Institution: American Institutes for Research (AIR); Education Statistics Services Institute Network (ESSIN)
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; High School Longitudinal Study of 2009 (NCES)
IES Funded: Yes
Grant or Contract Numbers: EDIES12D0002/0004
