Promoting Latinx Adolescents’ Math Motivation Through Competence Support: Culturally Responsive Practices in an Afterschool Program Context

心理学 能力(人力资源) 发展心理学 杠杆(统计) 内在动机 自决论 医学教育 社会心理学 医学 政治学 计算机科学 自治 机器学习 法学
作者
Mark Vincent B. Yu,Ta-yang Hsieh,Glona Lee,Su Jiang,Alessandra Pantano,Sandra D. Simpkins
出处
期刊:Contemporary Educational Psychology [Elsevier BV]
卷期号:: 102028-102028
标识
DOI:10.1016/j.cedpsych.2021.102028
摘要

• Afterschool programs can serve as supportive contexts for adolescents’ competence needs and math motivational beliefs. • Mentors play a key role in providing competence support in afterschool programs. • Mentors can help adolescents leverage their funds of knowledge. • Mentors can help adolescents leverage various strategies and perspectives. • These culturally responsive practices promote adolescents’ math motivational beliefs. Early adolescence is an important period for students’ math motivational beliefs. This explanatory sequential mixed methods study examined middle school students’ experiences in a university-based math afterschool program serving predominantly underprivileged Latinx adolescents. First, utilizing quantitative pre- and post-survey data ( N = 129), we found that the support adolescents received in the program for their competence needs positively predicted changes in their math motivational beliefs (i.e., math ability self-concepts and subjective task-values) over one academic year. In our follow-up analysis of qualitative interview data ( N = 28), we examined specifically how mentors in the program supported adolescents’ competence needs. The findings highlight culturally responsive practices - including helping adolescents leverage their funds of knowledge as well as various strategies and perspectives for problem-solving during math activities - that afterschool programs and mentors can utilize to create supportive learning environments for competence needs that help to promote adolescents’ math motivational beliefs.
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