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Cultivating Adolescents’ Academic Identity: Ascertaining the Mediating Effects of Motivational Beliefs Between Classroom Practices and Mathematics Identity

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Abstract

Teaching mathematics involves helping students develop mathematical skills and empowering students to see themselves as capable of participating in and being knowers and doers of mathematics. Extant research has postulated that mathematics identity is a critical contributor to adolescents’ mathematics achievement and subsequent academic success. Guided by motivation and instructional quality theories, this classroom-based study examined a mediating mechanism through which teacher practices associated with mathematics identity through motivational beliefs (i.e., expectancies, task values, and cost value). Participants included 525 sixth-grade students (48.6% male; 64% European American, 34% African American, 2% other race; 58.6% free-or-reduced lunch) in the United States. The findings suggest that competence beliefs and task values, except for cost value, mediated the association between teacher practices and mathematics identity. These mediation pathways also differed by race. The mediating role of mathematics expectancies was stronger for European American adolescents, while the mediating role of mathematics task values was stronger for African American adolescents, though effect sizes were relatively modest. Teachers seeking to develop students’ mathematics identity—especially in their minority or stereotyped students—might consider enhancing their sensitivity to students’ psychological needs, quality of feedback, and instructional learning supports in their daily interaction with students.

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Acknowledgements

This study was supported by the National Science Foundation to Ming-Te Wang.

Authors’ Contributions

RSM conceived of the study (i.e., study questions, study design, result interpretation), participated in the literature review, and drafted the introduction, literature review, and discussion sections; MTW supervised the development of the study and provided feedback on the full draft. All authors read and approved the final manuscript.

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    Romina S. Miller & Ming-Te Wang

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Miller, R.S., Wang, MT. Cultivating Adolescents’ Academic Identity: Ascertaining the Mediating Effects of Motivational Beliefs Between Classroom Practices and Mathematics Identity. J Youth Adolescence 48, 2038–2050 (2019). https://doi.org/10.1007/s10964-019-01115-x

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