<p> The purpose of this study is to examine the influences certain factors have on the mathematical motivation beliefs of students in a predominantly African American setting. Mathematical motivation beliefs, for the purpose of this study, are defined as the components mathematical self-efficacy and mathematical value, both represented as dependent variables in the study. 4 independent variables were studied as potential influences regarding mathematical motivation beliefs. The variables included parental influences, teacher influences, mathematical anxiety, and the environment/setting. This research was conducted using 2 high schools in a rural area in East Mississippi. The 1<sup>st </sup> high school was predominantly African American and the 2<sup>nd </sup> high school was predominantly Caucasian. 4 scales were selected for this research study. The Mathematics Confidence Scale, developed by Dowling (1978), Mathematics Problems Performance Scale (Dowling, 1978), Fennema-Sherman Mathematics Attitude Scale (Fennema, 1976), and My Class Activities Survey (MCA, Schweinle & Mims, 2009) were all used. Findings revealed that teacher influence predicted the mathematical motivation beliefs of students in a predominantly African American school environment the most. Findings also indicated that math anxiety significantly predicted math value and self-efficacy in both classroom environments. Lastly, findings revealed that mathematical problem solving was significantly predicted by mathematical self-efficacy for students in a predominantly African American environment.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10242162 |
| Date | 10 January 2017 |
| Creators | Savage, Kendrick Laterrell |
| Publisher | Mississippi State University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0026 seconds