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oai:ubir.buffalo.edu:10477/805682026-04-24T20:18:30Zcom_10477_77914col_10477_80447

Motivation and Encouragement as Predictors of Advanced Math Course-Taking Jaeger, Joseph Finn, Jeremy Counseling, School and Educational Psychology educational psychology M.A. This study examined the relationships between student motivational beliefs, encouragement, and the likelihood that the student would take an advanced math course. The sample consisted of 6,388 students attending public schools where four years of math are not required for graduation. A series of multinomial logistic regression models were estimated to explore these relationships. After controlling for student background and school characteristics, math self-efficacy, math identity, and college expectations increased the likelihood that a student would exceed their graduation requirements and take an advanced math course. These findings are discussed in relation to previous research. 2019-10-28T15:41:16Z 2019-10-28T15:41:16Z 2019 2019-08-05 11:50:50 Text Thesis http://hdl.handle.net/10477/80568 eng Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions. Copyright retained by author. application/pdf State University of New York at Buffalo