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Examining the association between teacher practices and math identity: Ascertaining the mediating effects of expectancy-value beliefs

Miller, Romina (2018) Examining the association between teacher practices and math identity: Ascertaining the mediating effects of expectancy-value beliefs. Master's Thesis, University of Pittsburgh. (Unpublished)

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Significant Black-White disparities in the STEM pipeline and math achievement continue to persist in education. Extant research postulates that math identity is a critical contributor to students’ math achievement and subsequent persistence and success in math. Guided by expectancy-value theory and the CLASS-S framework, the present study utilizes quantitative data to examine a mediating mechanism by which teacher practices impact math identity through motivational beliefs (i.e., expectancies, task values, and cost value) and whether this mechanism differs for European American and African American students. Data came from 525 sixth grade students (49% male; 64% European American and 36% African American; 59% free/reduced-price lunch eligible) from ten ethnically and socioeconomically diverse middle schools. The findings suggest that all expectancy-value beliefs, except cost value, mediate the association between teacher practices and math identity. The results also illustrate that specific mediating pathways differ by race, although nonsignificantly. The study’s implications for future research and practice were discussed.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Miller, RominaRQS1@pitt.edurqs1
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairWang, Ming-Temtwang@pitt.edumtwang
Committee MemberVotruba-Drzal, Elizabethevotruba@pitt.eduevotruba
Committee MemberHuguley, Jayhuguley@pitt.eduhuguley
Date: 21 October 2018
Date Type: Publication
Defense Date: 25 May 2018
Approval Date: 21 October 2018
Submission Date: 17 August 2018
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 52
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Degree: MS - Master of Science
Thesis Type: Master's Thesis
Refereed: Yes
Uncontrolled Keywords: Math Identity, Expectancy value, teacher practices, CLASS
Date Deposited: 22 Oct 2018 01:05
Last Modified: 22 Oct 2018 01:05


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