A previous version of this article was presented at the annual meeting of the American Educational Research Association, San Diego, California, April 2009. This research was funded by the National Science Foundation. The opinions expressed in this article are those of the authors and do not necessarily represent the views of the National Science Foundation or its employees. The authors thank Mary Deacon and Christian Steinmetz who assisted with the collection of data.
Social Cognitive Factors, Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career
Version of Record online: 27 MAR 2012
© 2012 by the National Career Development Association. All rights reserved.
The Career Development Quarterly
Volume 60, Issue 1, pages 2–15, March 2012
How to Cite
Rowan-Kenyon, H. T., Swan, A. K. and Creager, M. F. (2012), Social Cognitive Factors, Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career. The Career Development Quarterly, 60: 2–15. doi: 10.1002/j.2161-0045.2012.00001.x
- Issue online: 27 MAR 2012
- Version of Record online: 27 MAR 2012
- Received 03/16/10, Revised 08/23/10, Accepted 08/23/10
- social learning and cognitive theory;
- math interest;
- middle school students
The authors examined the central hypothesis that students’ early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing of their math interest. The focus was on the first wave of qualitative data collected from 5th-, 7th-, and 9th-grade students during the 2007–2008 academic year as part of a longitudinal study. Findings indicate the importance of using group work and extrinsic motivation in middle school math classes to broaden interest; peer classroom behavior was often a detractor of math interest.