Social Cognitive Factors,Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career |
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| Authors: | Heather T. Rowan‐Kenyon Amy K. Swan Marie F. Creager |
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| Affiliation: | 1. Department of Education Leadership and Higher Education, Boston College, University of Virginia.;2. Department of Higher Education, University of Virginia.;3. Counseling Department, University of Virginia.;4. Now at Counseling Education Department, Virginia Commonwealth University. |
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| Abstract: | The authors examined the central hypothesis that students’ early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing of their math interest. The focus was on the first wave of qualitative data collected from 5th‐, 7th‐, and 9th‐grade students during the 2007–2008 academic year as part of a longitudinal study. Findings indicate the importance of using group work and extrinsic motivation in middle school math classes to broaden interest; peer classroom behavior was often a detractor of math interest. |
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| Keywords: | social learning and cognitive theory math interest middle school students |
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