Journal article
Junior high school students' self-confidence during transition to above-grade-level mathematics courses
The Journal of educational research (Washington, D.C.), Vol.116(2), pp.61-76
2023
DOI: 10.1080/00220671.2023.2186338
Abstract
This qualitative study examined the mathematics self-confidence of eight junior high school students who were moved to an above-grade-level mathematics class through a nontraditional process. Teachers were concerned about how this transition may impact students' beliefs about their abilities to succeed in mathematics. Data were collected through interviews that included solving challenging mathematical tasks as a means to consider how students expressed their self-confidence in mathematics in general. Using a socio-constructivist lens with a focus on mediation, findings included themes about tensions given students' initial placement, changes in the role of self-confidence as a mediator, feelings of belonging as having multiple mediator roles, workarounds as mediators, and self-regulation strategies as internalized mediators that students brought with them to their transition. These findings point to solutions and supports for students who enroll in above-grade-level courses to view themselves as successful.
Details
- Title: Subtitle
- Junior high school students' self-confidence during transition to above-grade-level mathematics courses
- Creators
- Kathy L. Schuh - University of IowaAmanda J. Meiners - University of IowaCheryl Ferguson - University of IowaKara Hageman - University of IowaSalim George - University of IowaMichala Cox - University of IowaYuqing Zou - University of IowaChang-Jen Lin - University of Iowa
- Resource Type
- Journal article
- Publication Details
- The Journal of educational research (Washington, D.C.), Vol.116(2), pp.61-76
- Publisher
- Routledge
- DOI
- 10.1080/00220671.2023.2186338
- ISSN
- 0022-0671
- eISSN
- 1940-0675
- Language
- English
- Electronic publication date
- 03/03/2023
- Date published
- 2023
- Academic Unit
- Psychological and Quantitative Foundations; International Programs
- Record Identifier
- 9984379558902771
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