The purpose of this mixed methods case study was to answer the following research questions via the lens of social-constructivism: How do middle school students describe their self-concept of ability in math? What teacher/classroom interventions are recognized by students as having an impact on their self-concept of ability? This study specifically addressed the utilization of student voice and the need to recognize self-concept of ability as a separate academic domain in research. The purposeful sampling for this case study consisted of 10 eighth-grade middle school students who participated in both an online survey and a semi-structured interview. The major themes that emerged from participant responses included 1) self-concept of ability, 2) multidimensionality of attitude, 3) significance of grades, 4) academic press (the pressure to achieve), 5) feedback and reinforcement, 6) social support and 7) modifying the learning environment. From these themes conclusions were drawn and recommendations were made those planning instruction to address the malleability and fluctuation of middle school students’ self-concept, the lack of consistency self-concept has in helping to define one’s positive mathematical disposition and the students’ identification of successful interventions deemed positive in their self-concept development. The conclusions are transferable to other mathematical settings and provide research that is foundational for future studies. Recommendations outline a need for changes in math education that students feel is necessary for their academic success.
","abstract_html":"<p>The purpose of this mixed methods case study was to answer the following research questions via the lens of social-constructivism: How do middle school students describe their self-concept of ability in math? What teacher/classroom interventions are recognized by students as having an impact on their self-concept of ability? This study specifically addressed the utilization of student voice and the need to recognize self-concept of ability as a separate academic domain in research. The purposeful sampling for this case study consisted of 10 eighth-grade middle school students who participated in both an online survey and a semi-structured interview. The major themes that emerged from participant responses included 1) self-concept of ability, 2) multidimensionality of attitude, 3) significance of grades, 4) academic press (the pressure to achieve), 5) feedback and reinforcement, 6) social support and 7) modifying the learning environment. From these themes conclusions were drawn and recommendations were made those planning instruction to address the malleability and fluctuation of middle school students’ self-concept, the lack of consistency self-concept has in helping to define one’s positive mathematical disposition and the students’ identification of successful interventions deemed positive in their self-concept development. The conclusions are transferable to other mathematical settings and provide research that is foundational for future studies. Recommendations outline a need for changes in math education that students feel is necessary for their academic success. </p>","abstract_has_math":false,"creators":["Hall, Katrina Leigh"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Carol Burbank","Michelle Collay","Nancy Cook"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-07-01T07:00:00Z","date_published":"2016-07-01T07:00:00Z","updated_at":"2026-07-24T05:21:05Z","subjects":["Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Educational Psychology","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/67","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carol Burbank","Michelle Collay","Nancy Cook"]},{"key":"dc:creator","label":"Author","values":["Hall, Katrina Leigh"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-07-18T07:00:00Z"]},{"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 Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Educational Psychology","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/67"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this mixed methods case study was to answer the following research questions via the lens of social-constructivism: How do middle school students describe their self-concept of ability in math? What teacher/classroom interventions are recognized by students as having an impact on their self-concept of ability? This study specifically addressed the utilization of student voice and the need to recognize self-concept of ability as a separate academic domain in research. The purposeful sampling for this case study consisted of 10 eighth-grade middle school students who participated in both an online survey and a semi-structured interview. The major themes that emerged from participant responses included 1) self-concept of ability, 2) multidimensionality of attitude, 3) significance of grades, 4) academic press (the pressure to achieve), 5) feedback and reinforcement, 6) social support and 7) modifying the learning environment. From these themes conclusions were drawn and recommendations were made those planning instruction to address the malleability and fluctuation of middle school students’ self-concept, the lack of consistency self-concept has in helping to define one’s positive mathematical disposition and the students’ identification of successful interventions deemed positive in their self-concept development. The conclusions are transferable to other mathematical settings and provide research that is foundational for future studies. Recommendations outline a need for changes in math education that students feel is necessary for their academic success.
"]},{"key":"dc:title","label":"Title","values":["The Mathematical Disposition Of Middle School Students: An Examination Of Students’ Self-Concept Of Ability In Mathematics"]}]}],"canonical_facts":{"dc:contributor":["Carol Burbank","Michelle Collay","Nancy Cook"],"dc:creator":["Hall, Katrina Leigh"],"dc:date.available":["2016-07-18T07:00:00Z"],"dc:description.abstract":["The purpose of this mixed methods case study was to answer the following research questions via the lens of social-constructivism: How do middle school students describe their self-concept of ability in math? What teacher/classroom interventions are recognized by students as having an impact on their self-concept of ability? This study specifically addressed the utilization of student voice and the need to recognize self-concept of ability as a separate academic domain in research. The purposeful sampling for this case study consisted of 10 eighth-grade middle school students who participated in both an online survey and a semi-structured interview. The major themes that emerged from participant responses included 1) self-concept of ability, 2) multidimensionality of attitude, 3) significance of grades, 4) academic press (the pressure to achieve), 5) feedback and reinforcement, 6) social support and 7) modifying the learning environment. From these themes conclusions were drawn and recommendations were made those planning instruction to address the malleability and fluctuation of middle school students’ self-concept, the lack of consistency self-concept has in helping to define one’s positive mathematical disposition and the students’ identification of successful interventions deemed positive in their self-concept development. The conclusions are transferable to other mathematical settings and provide research that is foundational for future studies. Recommendations outline a need for changes in math education that students feel is necessary for their academic success.
"],"dc:identifier":["https://dune.une.edu/theses/67"],"dc:subject":["Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Educational Psychology","Elementary and Middle and Secondary Education Administration"],"dc:title":["The Mathematical Disposition Of Middle School Students: An Examination Of Students’ Self-Concept Of Ability In Mathematics"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:05Z"}