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Social Cognitive Factors, Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career
Author(s) -
RowanKenyon Heather T.,
Swan Amy K.,
Creager Marie F.
Publication year - 2012
Publication title -
the career development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.846
H-Index - 53
eISSN - 2161-0045
pISSN - 0889-4019
DOI - 10.1002/j.2161-0045.2012.00001.x
Subject(s) - perception , psychology , focus group , mathematics education , cognition , longitudinal study , peer group , developmental psychology , social psychology , mathematics , sociology , neuroscience , statistics , anthropology
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.