Participation in Advanced Mathematics: Do Expectation and Influence of Students, Peers, Teachers, and Parents Matter?

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Abstract

Using six waves of data (Grades 7 through 12) from the Longitudinal Study of American Youth (LSAY), this study investigated the effects of expectation and influence of students, peers, teachers, and parents on participation in advanced mathematics. Results of survival analysis indicated a significant decline in participation rate in the transition from Grades 11 to 12. Students with higher future expectation were more likely to participate in advanced mathematics. Peer influence and teacher expectation did not have strong effects, and the effect of student future expectation was independent of peer and teacher effects. The effect of parent expectation and parent college plan for children were strong, and in their presence, the effect of student future expectation declined. Mathematics achievement and attitude toward mathematics were the most important factors affecting participation in advanced mathematics. With control over achievement and attitude, (a) the effect of student future expectation declined, (b) the effects of peer influence and teacher expectation disappeared, and (c) the effects of parent expectation and parent college plan for children were reduced.

Original languageEnglish
Pages (from-to)132-146
Number of pages15
JournalContemporary Educational Psychology
Volume26
Issue number1
DOIs
StatePublished - Jan 2001

Bibliographical note

Funding Information:
The author is grateful for a research grant from the Spencer Foundation. Opinions reflect those of the author and do not necessarily reflect those of the granting agency.

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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