Math and Reading Scores A Study to Increase Them

Source Evaluation

1. Roeser, R. W., Blumenfeld, P., Eccles, J., Harold, R. D., & Wigfield, A. (1993). Classroom experience and change in upper elementary students’ self and task beliefs in reading and math. Child Development, 64(3), 830-847.

2. The study identified that there\'s a decline in students\' motivational beliefs regarding math and reading in the upper elementary years. It was observed that classroom perceptions and experiences play a significant role in this change.

3. The study aimed to investigate how perceived classroom experiences influence changes in upper elementary students\' motivation in math and reading.

4. Research Questions:

· How do perceived teacher expectations influence students\' self-concepts of ability?

· How does classroom climate affect student interest and the perceived importance of math?

5. The study appears to be quantitative, although the specific methods of data collection are not provided in the provided text. Likely, self-report surveys or questionnaires could have been used to assess student perceptions and beliefs.

6. Results:

· Perceptions of the class as interesting and classroom social support particularly affect change in interest and importance in mathematics.

· Changes in self-concept were primarily influenced by perceived teacher expectations.

· Declines in value beliefs for math begin in the upper elementary years.

7. This article can be useful for my dissertation as it provides insights on how classroom perceptions and teacher expectations influence students\' motivation towards math and reading. This can help form strategies for improving motivation among elementary students in my dissertation.