000			01956nam a22002537a 4500
005			20231020094415.0
008			231019b ||||| |||| 00| 0 eng d
022			_a 0022-0671
082			_a 370
100			_aKathy L. Schuh, Amanda J. Meiners, Cheryl Ferguson et al ....
245			_a Junior high school students’ self-confidence during transition to above-grade-level mathematics courses (Journal Article)
260			_a USA _b: Taylor and Francis Group _c,2023
300			_a61-76 p
440			_aThe Journal of Educational Research, _v Volume 116, 2023 - Issue 2
520			_aThis qualitative study examined the mathematics self-confidence of eight junior high school students who were moved to an above-grade-level mathematics class through a nontraditional process. Teachers were concerned about how this transition may impact students’ beliefs about their abilities to succeed in mathematics. Data were collected through interviews that included solving challenging mathematical tasks as a means to consider how students expressed their self-confidence in mathematics in general. Using a socio-constructivist lens with a focus on mediation, findings included themes about tensions given students’ initial placement, changes in the role of self-confidence as a mediator, feelings of belonging as having multiple mediator roles, workarounds as mediators, and self-regulation strategies as internalized mediators that students brought with them to their transition. These findings point to solutions and supports for students who enroll in above-grade-level courses to view themselves as successful. ***______{For Hard Copy, Please visit Library.}________***
650			_aBelonging
650			_aJunior High students
650			_amathematics pipline
650			_amathematics self confidence
650			_amediation
650			_aworkarounds
856			_u https://doi.org/10.1080/00220671.2023.2186338
942			_cPER
999			_c44509 _d44508