Relationships Between and Student Perceptions of Self-efficacy, Growth Mindset, and Mathematics Identity of Adolescents in a Rural South Georgia Charter School
type: CreativeWork
description: This mixed methods study investigated the relationships between the constructs of self-efficacy, growth mindset, and mathematics identity among middle school students at a South Georgia charter school. Constructivist grounded theory was used to investigate the strength of these constructs along with student perceptions of what factors make one a math person. The study was an explanatory sequential design consisting of an online survey followed by student interviews. Ninety-one students participated in the survey. Multiple linear regression was used to determine whether a correlation existed between the variables as well as among student subgroups. Self-efficacy was found to be a predictor of math identity for all subgroups except for students who were not white and students with below average math achievement. Growth mindset was found to be a predictor of self-efficacy for all subgroups except for students who were females, students who were not white and students with below average math achievement. Growth mindset was found to be a predictor of math identity for males. A MANOVA found no significant relationships between the student-level factors of gender, race, socio-economic status, or math achievement level and the dependent variable of self-efficacy, growth mindset, and math identity. Embedded sampling was used to select 30 students from the survey participants for one-on-one interviews to more deeply investigate student perceptions of these variables. Qualitative analysis found interest, content proficiency, and enjoyment of mathematics to be prominent factors in whether one is perceived as a math person for students of all levels of math identity.
abstract: This mixed methods study investigated the relationships between the constructs of self-efficacy, growth mindset, and mathematics identity among middle school students at a South Georgia charter school. Constructivist grounded theory was used to investigate the strength of these constructs along with student perceptions of what factors make one a math person. The study was an explanatory sequential design consisting of an online survey followed by student interviews. Ninety-one students participated in the survey. Multiple linear regression was used to determine whether a correlation existed between the variables as well as among student subgroups. Self-efficacy was found to be a predictor of math identity for all subgroups except for students who were not white and students with below average math achievement. Growth mindset was found to be a predictor of self-efficacy for all subgroups except for students who were females, students who were not white and students with below average math achievement. Growth mindset was found to be a predictor of math identity for males. A MANOVA found no significant relationships between the student-level factors of gender, race, socio-economic status, or math achievement level and the dependent variable of self-efficacy, growth mindset, and math identity. Embedded sampling was used to select 30 students from the survey participants for one-on-one interviews to more deeply investigate student perceptions of these variables. Qualitative analysis found interest, content proficiency, and enjoyment of mathematics to be prominent factors in whether one is perceived as a math person for students of all levels of math identity.
author: Pierce, Carrie Cooper
language: English
keywords: Self-Efficacy, Growth Mindset, Math Identity, Adolescents, Grounded Theory, Curriculum and Instruction, Education, Educational Assessment, Evaluation, and Research, Educational Leadership, Science and Mathematics Education
date published: 2022-08-22T07:00:00Z
date modified: 2026-07-24T01:45:08Z
provider: Columbus State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Columbus State University