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Junior High School Students' Self-Confidence during Transition to Above-Grade-Level Mathematics Courses

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Bibliographic Details
Title: Junior High School Students' Self-Confidence during Transition to Above-Grade-Level Mathematics Courses
Language: English
Authors: Schuh, Kathy L. (ORCID 0000-0003-0799-9972), Meiners, Amanda J. (ORCID 0000-0003-0062-8781), Ferguson, Cheryl, Hageman, Kara, George, Salim, Cox, Michala, Zou, Yuqing, Lin, Chang-Jen
Source: Journal of Educational Research. 2023 116(2):61-76.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 7
Grade 8
Descriptors: Junior High School Students, Self Esteem, Mathematics Instruction, Advanced Courses, Student Attitudes, Stress Variables, Self Management, Student Adjustment, Grade 7, Grade 8, Algebra, Student Placement, Barriers, Coping
DOI: 10.1080/00220671.2023.2186338
ISSN: 0022-0671
1940-0675
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1393195
Database: ERIC
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Description
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.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.2023.2186338