Date of Award
1-2015
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Advisor
Randy Busse
Second Advisor
Kelly Kennedy
Third Advisor
Michelle Cleary
Abstract
The purpose of this study was to determine the predictability of STEM achievement in Algebra for female high school students utilizing mathematics self-efficacy, mathematics interest, mathematics identity, and parental involvement. This study employed data from the High School Longitudinal Study of 2009 (HSLS:09/12) which consisted of 3,938 female eleventh-grade participants randomly selected from 944 public and private high schools during the fall 2009 academic year. The results of a hierarchical multiple regression indicated that mathematics identity was the strongest predictor of STEM achievement for female high school students, regardless of race. In spite of this significant relationship, STEM achievement outcomes are impacted by numerous factors. Further explorations of these factors are needed to provide a more accurate model to predict female high school student achievement in STEM.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Howard, N. R. (2015). The influences of mathematics self-efficacy, identity, interest, and parental involvement on STEM achievement in algebra for female high school students (Doctoral dissertation). https://doi.org/10.36837/chapman.000004
Included in
Educational Assessment, Evaluation, and Research Commons, Elementary and Middle and Secondary Education Administration Commons, Gender and Sexuality Commons, Other Education Commons, Race and Ethnicity Commons, Science and Mathematics Education Commons