Student Engagement in Mathematics: A Longitudinal Study of Classroom and Psychosocial Processes

提高学生的参与度是许多改革努力的明确目标，这些努力旨在解决学生的无聊、疏远和低成就问题。为了更好地理解与数学参与相关的过程，重要的是要研究学生数学参与的轨迹和模式以及种族和性别的差异，相关的动机和课堂因素，以及参与对成就的影响。了解的条件下，课堂特征是最有效的，谁可以导致发展和完善的上下文相关的干预措施和最佳的教学实践，提高学生的参与和成就mathemat. The研究旨在调查的课堂和社会心理过程与数学参与从6日至8日年级的种族多元化的样本。了解历史上代表性不足的学生群体中的这些过程尤为重要，因为它将提高我们扩大STEM参与的能力，并增加代表性不足的群体在STEM学习中的接触和参与。这些发现可以帮助确定哪些学生有更大的风险脱离数学，并可能远离STEM职业，并制定基于课堂的干预措施，反映特定的背景，教学实践和动机信念。本研究有三个具体目标：1.确定学生参与数学课的差异轨迹模式，并研究这些轨迹模式如何因性别和种族而异; 2。研究如何以及什么样的教学和社会特征预测学生在数学课上的参与，这反过来又预测数学成绩; 3。研究教师和学生的心理信念如何以及如何调节课堂特征和学生参与数学课堂之间的关联。为了实现这些目标，研究人员采用了纵向定量和定性方法。定量研究将调查课堂和动机因素之间的相互关系，并随着时间的推移，这些动态的发展这一复杂的系统，而定性研究将调查不同的意义和目的，学生归因于他们的数学经验和自我认知的数学身份。通过收集课堂观察数据，结合调查和访谈数据，研究课堂特征和学生参与数学和变化之间的相互关系，该项目将确定哪些课堂和心理预测因素是提高数学参与度的主要目标。此外，该项目依靠纵向的、以人为中心的定量和定性数据来跟踪学生参与度随时间的变化，确定特定子组的参与轨迹，该奖项反映了NSF的法定使命，并通过使用基金会的知识产权进行评估，被认为值得支持。优点和更广泛的影响审查标准。

Increasing student engagement is an explicit goal of many reform efforts that address problems of student boredom, alienation, and low achievement. To better understand the processes linked to math engagement, it is important to study the trajectories and patterns of student math engagement and differences by race and gender, the associated motivational and classroom factors, and the impact of engagement on achievement. Understanding the conditions under which classroom characteristics are most effective and for whom can lead to the development and refinement of contextually-relevant interventions and optimal teaching practices that enhance student engagement and achievement in math. The study aims to investigate the classroom and psychosocial processes linked to mathematics engagement from 6th to 8th grade with a racially diverse sample. Understanding these processes among historically underrepresented groups of students is particularly important because it will enhance our ability to broaden participation in STEM and increase the access and involvement of underrepresented groups in STEM learning. The findings can help to identify groups of students who are at greater risk for disengaging from math and potentially turning away from STEM careers and to develop classroom-based interventions that reflect specific contexts, instructional practices, and motivational beliefs. The study has three specific aims: 1. Identify differential trajectory patterns of student engagement in math classes and examine how these trajectory patterns differ by gender and race; 2. Examine how and what instructional and social characteristics predict student engagement in math classes, which in turn predict math achievement; 3. Examine how and what psychological beliefs of teachers and students moderate the associations between classroom characteristics and student engagement in math classes. To meet these goals, the researchers employ both longitudinal quantitative and qualitative methods. The quantitative study will investigate this complex system of interrelations between classroom and motivational factors and the development over time of these dynamics, while the qualitative study will investigate the different meanings and purposes that students ascribe to their math experiences and self-perceptions about math identity. By examining the reciprocal relationship between classroom characteristics and student engagement in math and variations through collection of classroom observation data, coupled with survey and interview data, the project will identify which classroom and psychosocial predictors are prime targets for raising math engagement. In addition, this project relies on longitudinal, person-centered quantitative and qualitative data to track changes in students' engagement over time, identify engagement trajectories in specific subgroups, and address questions about the desirability of various patterns of engagement and synergy among dimensions of engagement.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.