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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Howard, Nicol R."],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Randy Busse","Kelly Kennedy","Michelle Cleary"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T01:38:00Z","subjects":["STEM","Algebra","Mathematics","Secondary","High School","Educational Assessment, Evaluation, and Research","Elementary and Middle and Secondary Education Administration","Gender and Sexuality","Other Education","Race and Ethnicity","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/ces_dissertations/2","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Randy Busse","Kelly Kennedy","Michelle Cleary"]},{"key":"dc:creator","label":"Author","values":["Howard, Nicol R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["STEM","Algebra","Mathematics","Secondary","High School","Educational Assessment, Evaluation, and Research","Elementary and Middle and Secondary Education Administration","Gender and Sexuality","Other Education","Race and Ethnicity","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/ces_dissertations/2"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:source","label":"Dc Source","values":["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"]},{"key":"dc:title","label":"Title","values":["The Influences of Mathematics Self-Efficacy, Identity, Interest, and Parental Involvement on STEM Achievement in Algebra for Female High School Students"]}]}],"canonical_facts":{"dc:contributor":["Randy Busse","Kelly Kennedy","Michelle Cleary"],"dc:creator":["Howard, Nicol R."],"dc:description.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.
"],"dc:identifier":["https://digitalcommons.chapman.edu/ces_dissertations/2"],"dc:source":["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"],"dc:subject":["STEM","Algebra","Mathematics","Secondary","High School","Educational Assessment, Evaluation, and Research","Elementary and Middle and Secondary Education Administration","Gender and Sexuality","Other Education","Race and Ethnicity","Science and Mathematics Education"],"dc:title":["The Influences of Mathematics Self-Efficacy, Identity, Interest, and Parental Involvement on STEM Achievement in Algebra for Female High School Students"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:38:00Z"}