Student success and self-efficacy in mathematics at the junior high level :a case study of students from low-income backgrounds /by Kathleen A. Hranac.

The disparity in academic performance between groups of students has long been recognized in education. Recent findings reflect an increased awareness of how factors influence a student's ability to learn mathematics, in particular how a student's self-efficacy correlates with achievement. However, there is a lack of research that explores how these math efficacy beliefs are developed in students from low SES backgrounds.;The purpose of this study was to explore how math efficacy is developed in junior high school children from low socio-economic homes. For years national debate has centered on the achievement gap and the factors that have contributed to the disparities. This qualitative study produced the findings from case studies conducted with eight junior high school students. In addition, the study also included three parents of the student participants and three classroom teachers.;Data were generated from interviewing the students, parents, and teachers. Other sources of information were classroom observations and written documents. Data were collected during the second semester of the 2006-2007 school year and were analyzed concurrently. Common themes and patterns were derived from the data. Major findings of the study revealed what affected the self-efficacy in mathematics of the students. These factors included their experiences learning mathematics, the teacher's instruction, the teacher's support, and the support received from home. Furthermore, the findings also brought to light how students formed their beliefs about their ability and achievement.Thesis (Ph. D., Education)--University of Idaho, December 2007