TY - JOUR

T1 - Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions

AU - Lazarides, Rebecca

AU - Watt, Helen Margaret Gilchrist

PY - 2015

Y1 - 2015

N2 - This longitudinal study examined the effects of students perceived mathematics teachers beliefs (expectations
about students ability and mathematics prestige), classroom goal orientations (mastery and
performance-approach), and own mathematics motivational beliefs (success expectancies and task values)
at grade 10 (T1), on girls and boys career intentions in mathematical fields at grade 11 (T2). Data were
collected from 438 students (213 boys) in 5 metropolitan schools in Sydney and Melbourne, Australia.
Multilevel SEM revealed links between teacher beliefs, learning environments, student motivations, and
mathematical career intentions; different predictors operated at individual and classroom levels. Girls
perceived lower teacher expectations than boys, but higher teacher mathematics prestige beliefs. Teachers
expectations and students motivations were positively related to students reported prior (grade 9)
mathematics achievement. Teacher expectations promoted student-perceived mathematics classroom
mastery-goal orientation (MGO) and performance-approach goal orientation (PGO); teachers mathematics
prestige beliefs also promoted PGO. MGO enhanced students mathematics value, which in turn
predicted, together with PGO, their mathematical career plans. Mathematics career plans were positively
predicted by aggregate teacher mathematics prestige beliefs and aggregate classroom MGO.

AB - This longitudinal study examined the effects of students perceived mathematics teachers beliefs (expectations
about students ability and mathematics prestige), classroom goal orientations (mastery and
performance-approach), and own mathematics motivational beliefs (success expectancies and task values)
at grade 10 (T1), on girls and boys career intentions in mathematical fields at grade 11 (T2). Data were
collected from 438 students (213 boys) in 5 metropolitan schools in Sydney and Melbourne, Australia.
Multilevel SEM revealed links between teacher beliefs, learning environments, student motivations, and
mathematical career intentions; different predictors operated at individual and classroom levels. Girls
perceived lower teacher expectations than boys, but higher teacher mathematics prestige beliefs. Teachers
expectations and students motivations were positively related to students reported prior (grade 9)
mathematics achievement. Teacher expectations promoted student-perceived mathematics classroom
mastery-goal orientation (MGO) and performance-approach goal orientation (PGO); teachers mathematics
prestige beliefs also promoted PGO. MGO enhanced students mathematics value, which in turn
predicted, together with PGO, their mathematical career plans. Mathematics career plans were positively
predicted by aggregate teacher mathematics prestige beliefs and aggregate classroom MGO.

UR - http://ac.els-cdn.com/S0361476X14000733/1-s2.0-S0361476X14000733-main.pdf?_tid=c8bf0916-1b8d-11e5-a44c-00000aab0f26&acdnat=1435273327_242af4f96384de95

U2 - 10.1016/j.cedpsych.2014.11.005

DO - 10.1016/j.cedpsych.2014.11.005

M3 - Article

VL - 41

SP - 51

EP - 61

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 0361-476X

ER -