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Détail de l'auteur
Auteur Michael COOPER |
Documents disponibles écrits par cet auteur (1)
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High School Math and Motivation for autistic students / Michael COOPER in Journal of Autism and Developmental Disorders, 53-7 (July 2023)
[article]
Titre : High School Math and Motivation for autistic students Type de document : Texte imprimé et/ou numérique Auteurs : Michael COOPER, Auteur ; George FARKAS, Auteur Article en page(s) : p.2717-2727 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Analyzing data from students in the NCES High School Longitudinal Study dataset, we drew upon expectancy-value theory to examine the role of student motivation (measured by self-efficacy, identity, utility, and interest), as mediators between 9th grade math test scores and final math GPA for autistic students. In predicting final high school math GPA, math identity was the strongest predictor for autistic students with above average test scores. Findings for autistic students contrast with results for non-autistic students whose final math GPA is strongly predicted by the direct effects of 9th grade test scores. These results suggest that seeing oneself as a "math person" may be particularly influential for autistic students with higher 9th grade math performance. En ligne : https://doi.org/10.1007/s10803-022-05522-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508
in Journal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2717-2727[article] High School Math and Motivation for autistic students [Texte imprimé et/ou numérique] / Michael COOPER, Auteur ; George FARKAS, Auteur . - p.2717-2727.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2717-2727
Index. décimale : PER Périodiques Résumé : Analyzing data from students in the NCES High School Longitudinal Study dataset, we drew upon expectancy-value theory to examine the role of student motivation (measured by self-efficacy, identity, utility, and interest), as mediators between 9th grade math test scores and final math GPA for autistic students. In predicting final high school math GPA, math identity was the strongest predictor for autistic students with above average test scores. Findings for autistic students contrast with results for non-autistic students whose final math GPA is strongly predicted by the direct effects of 9th grade test scores. These results suggest that seeing oneself as a "math person" may be particularly influential for autistic students with higher 9th grade math performance. En ligne : https://doi.org/10.1007/s10803-022-05522-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508