The role of cognition, motivation, and emotion in explaining the mathematics achievement gap between Hispanic and White students

Hispanic Journal of Behavioral Sciences

Volumn 28, Issue 2, 2006, Pages 161-186

  Stevens, Tara ^a   Olivárez Jr , Arturo ^a,b   Hamman, Doug ^a  

^a TEXAS TECH UNIVERSITY   (United States)

^b Texas Tech University ^*

Author keywords

Interest; Mathematics; Self determination; Self efficacy

Indexed keywords

EID: 33646195971     PISSN: 07399863     EISSN: 15526364     Source Type: Journal    
DOI: 10.1177/0739986305286103     Document Type: Article

References (52)

1. Ashcraft, M. H., & Kirk, E. P. (2001). The relationship among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130, 224-237.
2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
3. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
4. Bempechat, J., Nakkula, M. J., Wu, J. T., & Ginsburg, H. P. (1996). Attributions as predictors of mathematics achievement: A comparative study. Journal of Research & Development in Education, 29, 53-59.
5. Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34, 87-98.
6. Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). Cognitive psychology and instruction (3rd ed.). Upper Saddle River, NJ: Merrill.
7. Byrnes, J. P. (2003). Factors predictive of mathematics achievement in White, Black, and Hispanic 12th graders. Journal of Educational Psychology, 95, 316-326.
8. Carpenter, T. P., Lindquist, M. M., Brown, C. A., Kouba, V. L., Silver, E. A., & Swafford, J. O. (1988). Results of the fourth NAEP assessment of mathematics: Trends and conclusions. Arithmetic Teacher, 36, 38-41.
9. Carvajal, H., & Pauls, K. (1995). Relationships among Graduate Record Examination scores, Wechsler Adult Intelligence Scale - Revised IQs, and undergraduate grade point average. College Student Journal, 29, 414-416.
10. Cattell, R. B. (1971). Abilities: Their structure, growth, and action. Boston: Houghton Mifflin.
11. Cattell, R. B. (1973). Measuring intelligence with the culture fair tests. Champaign, IL: Institute for Personality and Ability Testing.
12. Covington, M. V., & Omelich, C. (1987). "I knew it cold before the exam": A test of the anxiety-blockage hypothesis. Journal of Educational Psychology, 79, 393-400.
13. Eaves, R. C., Williams, P., Winchester, K., & Darch, C. (1994). Using teacher judgment and IQ to estimate reading and mathematics achievement in a remedial-reading program. Psychology in the Schools, 31, 261-272.
14. Gierl, M. J., & Bisanz, J. (1995). Anxieties and attitudes related to mathematics in grades 3 and 6. Journal of Experimental Education, 63, 139-158.
15. Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24, 645-662.
16. Hidi, S. (2000). An interest researcher's perspective: The effects of extrinsic and intrinsic factors on motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 309-339). San Diego, CA: Academic Press.
17. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
18. Joreskog, K. G., & Sorbom, D. (1993). LISREL 8: Structural Equation Modeling with the SIM PLIS Command Language, Scientific Software International, Chicago, IL.
19. Kaufman, A. S. (1973). Comparison of the WPPSI, Standford-Binet, and McCarthy scales as predictors of first-grade achievement. Perceptual and Motor Skills, 36, 67-73.
20. Lee, J. (2002). Racial and ethnic achievement gap trends: Reversing the progress toward equity? Educational Researcher, 31, 13-25.
21. MacCallum, R. C., Roznowski, M., & Necowitz, L. B. (1992). Model modifications in covariance structure analysis: The problem of capitalization on chance. Psychological Bulletin, 111, 490-504.
22. Marsh, J. L., Roche, L. A., Pajares, F., & Miller, M. D. (1997). Item-specific efficacy judgments in mathematical problem-solving: The downside of standing too close to the trees in the forest. Contemporary Educational Psychology, 22, 363-377.
23. Martel, J., McKelvie, S. J., & Standing, L. (1987). Validity of an intuitive personality scale: Personal responsibility as a predictor of academic achievement. Educational Psychological Measurement, 47, 1153-1163.
24. McGrew, K. S., & Hessler, G. L. (1995). The relationship between the WJ-R Gf-Gc cognitive clusters and mathematics achievement across the life-span. Journal of Psychoeducational Assessment, 13, 21-38.
25. Mirón, L. F., & Lauria, M. (1998). Student voice as agency: Resistance and accommodation in inner-city schools. Anthropology in Education Quarterly, 29, 189-213.
26. Moreno, S. E., & Muller, C. (1999). Success and diversity: The transition through first-year calculus in the university. American Journal of Education, 108, 30-57.
27. Nichols, J. D. (1996). The effects of cooperative learning on student achievement and motivation in a high school geometry class. Contemporary Educational Psychology, 21, 467-476.
28. Ogbu, J. C. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology and Education Quarterly, 18, 312-334.
29. Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426-443.
30. Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
31. Plomin, R. (1999). Genetics and general cognitive ability. Nature, 402, C25 - C29.
32. Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 373-404). San Diego, CA: Academic Press.
33. Rivera-Batiz, F. L. (1992). Quantitative literacy and the likelihood of employment among young adults in the United States. Journal of Human Resources, 27, 313-328.
34. Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
35. Ryan, R. M., & Deci, E. L. (2000). When rewards compete with nature: The undermining of intrinsic motivation and self-regulation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 13-54). San Diego, CA: Academic Press.
36. Sanders, M. G. (1998). Overcoming obstacles: Academic achievement as a response to racism and discrimination. Journal of Negro Education, 66, 83-93.
37. Schiefele, U. (1999). Interest and learning from text. Science Studies Reading, 3, 257-280.
38. Schiefele, U., & Csikszentmihalyi, M. (1995). Motivation and ability as factors in mathematics experience and achievement. Journal for Research in Mathematics Education, 26, 163-181.
39. Schmidt, P. (2003). Academe's Hispanic future: The nation's largest minority group faces big obstacles in higher education, and colleges struggle to find the right ways to help. The Chronicle of Higher Education, 50. Retrieved July 24, 2004, from http://chronicle.com/weekly/v50/i14/14a00801.htm
40. Schoenfeld, A. (2002). Making mathematics work for all children: Issues of standards, testing and equity. Educational Researcher, 31, 13-25.
41. Stevens, T., & Olivárez, A., Jr. (2005). Development and evaluation of the Mathematics Interest Inventory. Measurement and Evaluation in Counseling and Development, 38, 141-152.
42. Stevens, T., Olivárez, A., Jr., Lan, W. Y., & Tallent-Runnels, M. K. (2004). Role of mathematics self-efficacy and motivation in mathematics performance across ethnicity. Journal of Educational Research, 97, 208-221.
43. Stevenson, H. W., Chen, C., & Uttal, D. H. (1990). Beliefs and achievement: A study of Black, White, and Hispanic children. Child Development, 61, 508-523.
44. Stipek, D. (1992). Motivation and instruction. In D. C. Berliner & R. C. Calree (Eds.), Handbook of educational psychology (pp. 85-113). New York: Macmillan Library Reference.
45. Stipek, D., Salmon, J. M., Givvn, K. B., Kazemi, E., Saxe, G., & MacGyvers, V. L. (1998). The value (and convergence) of practices suggested by motivation research and promoted by mathematics education reformers. Journal for Research in Mathematics Education, 29, 465-488.
46. U.S. Department of Education, National Center for Educational Statistics. (2002). The condition of education 2002 (NCES 2002-025). Washington, DC: Government Printing Office.
47. U.S. Department of Labor. (2003). Table A-2. Employment status of the civilian population by race, sex, age, and Hispanic origin. Retrieved January 15, 2003, from http:www.bls.gov/news.release/empsit.t02.htm
48. Valas, H., & Sovik, N. (1993). Variables affecting students' intrinsic motivation for school mathematics: Two empirical studies based on Deci & Ryan's theory on motivation. Learning and Instruction, 3, 281-298.
49. Wiese, M. J., Lamb, C., & Piersel, W. C. (1988). WISC-R factor scores and student self-ratings of behavior as predictors of academic achievement. Psychology in the Schools, 25, 35-41.
50. Willig, A. C., Harnisch, D. L., & Hill, K. T. (1983). Sociocultural and educational correlates of success-failure attributions and evaluation anxiety in the school setting for Black, Hispanic, and Anglo children. American Educational Research Journal, 20, 385-410.
51. Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock Johnson III Tests of Achievement. Itasca, IL: Riverside.
52. Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.