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High school mathematics course takin...

O'Neil, Michael,

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High school mathematics course taking trajectories: A model of reciprocal influence across behavioral and academic domains /

Record Type:	Electronic resources : Monograph/item
Title/Author:	High school mathematics course taking trajectories: A model of reciprocal influence across behavioral and academic domains // Michael O'Neil.
Author:	O'Neil, Michael,
Description:	1 electronic resource (232 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 70-11, Section: A.
Contained By:	Dissertations Abstracts International70-11A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3345757
ISBN:	9781109004847

High school mathematics course taking trajectories: A model of reciprocal influence across behavioral and academic domains /
O'Neil, Michael,

High school mathematics course taking trajectories: A model of reciprocal influence across behavioral and academic domains /Michael O'Neil. - 1 electronic resource (232 pages)

Source: Dissertations Abstracts International, Volume: 70-11, Section: A.

Data from the Adolescent Health and Academic Achievement (AHAA) component of the National Longitudinal Study of Adolescent Health (Add Health) was analyzed in order to address two broad research questions: (1) Do student affective and behavioral characteristics affect the probability of mathematics course advancement? and (2) Do mathematics curricular positions contribute to change in behavioral, affective, and performance variables? Hierarchical Generalized Linear Models (HGLM) were estimated and provide substantial support for reciprocal relationships between, alternately, involvement in problem behaviors, school performance (grades), and mathematics course taking, net of student background. That is, problem behavior involvement is associated with lower mathematics course placements. In turn, mathematics course placement is associated with change in problem behavior involvement such that higher course placement is related to less involvement and lower course placement with more. As expected, higher mathematics course grades are associated with higher course placement. In turn, course placement is associated with change in mathematics performance such that higher course placements, on average, are related to improvement in grades. Results are discussed in light of Thornberry's (1987) interactional theory of delinquency. None of three interpretive frameworks (i.e. sponsored, contest, and tournament mobility) were found to characterize the pattern of student mobility through the hierarchical mathematics curriculum. Rather, cumulative advantage (CA) was found to best characterize student mobility. That is, in general, the mean course position difference between students in the highest course position and other students widens from one year to the next. Too, three distinct CA mechanisms were identified. The first two mechanisms were identified earlier-higher course positions are associated with change in behaviors and grades. The third mechanism, perhaps more adequately labeled cumulative disadvantage, is related to students in the lowest course position. These students receive a lower status return from their performance (grades), relative to other students, suggesting that their performance is discounted.

English

ISBN: 9781109004847Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Adolescent problem behaviors

High school mathematics course taking trajectories: A model of reciprocal influence across behavioral and academic domains /
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500 $a Advisors: Schiller, Kathryn.
502 $b Ph.D. $c State University of New York at Albany $d 2008.
520 $a Data from the Adolescent Health and Academic Achievement (AHAA) component of the National Longitudinal Study of Adolescent Health (Add Health) was analyzed in order to address two broad research questions: (1) Do student affective and behavioral characteristics affect the probability of mathematics course advancement? and (2) Do mathematics curricular positions contribute to change in behavioral, affective, and performance variables? Hierarchical Generalized Linear Models (HGLM) were estimated and provide substantial support for reciprocal relationships between, alternately, involvement in problem behaviors, school performance (grades), and mathematics course taking, net of student background. That is, problem behavior involvement is associated with lower mathematics course placements. In turn, mathematics course placement is associated with change in problem behavior involvement such that higher course placement is related to less involvement and lower course placement with more. As expected, higher mathematics course grades are associated with higher course placement. In turn, course placement is associated with change in mathematics performance such that higher course placements, on average, are related to improvement in grades. Results are discussed in light of Thornberry's (1987) interactional theory of delinquency. None of three interpretive frameworks (i.e. sponsored, contest, and tournament mobility) were found to characterize the pattern of student mobility through the hierarchical mathematics curriculum. Rather, cumulative advantage (CA) was found to best characterize student mobility. That is, in general, the mean course position difference between students in the highest course position and other students widens from one year to the next. Too, three distinct CA mechanisms were identified. The first two mechanisms were identified earlier-higher course positions are associated with change in behaviors and grades. The third mechanism, perhaps more adequately labeled cumulative disadvantage, is related to students in the lowest course position. These students receive a lower status return from their performance (grades), relative to other students, suggesting that their performance is discounted.
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653 $a Mathematics
653 $a Mathematics courses
653 $a Reciprocal influence
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