Factors predictive of mathematics achievement in White, Black, and Hispanic 12th graders

By James P. Byrnes. 2003

98 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3ef2d8d3570c17e87250fe8169cc8e1f2e91bd6a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. T. Cleary
2. Aubrey Wang
3. Feng Shen
4. T. Stevens
5. D. Hamman
6. A. Olivarez
7. Nicole Else-Quest
8. A. Higgins

In Education

1. D. Hamman
2. T. Cleary
3. T. Stevens
4. A. Olivarez
5. Aubrey Wang
6. Feng Shen
7. A. Higgins
8. C. Mineo

Citations in the corpus

• The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap Between Hispanic and White Students (2006, methodology): “In particular, Byrnes (2003) cautioned that although motivational beliefs can be altered, bringing about change is difficult and, ultimately, motivational beliefs may be resistant to change.”
• The development and validation of the Self-Regulation Strategy Inventory—Self-Report (2006, result): “…findings along with a few recent studies demonstrating the link between selfregulation processes and academic achievement in ethnic minorities (Byrnes, 2003; Mau & Lynn, 1999; Stevens, Olivarez, Lan, & Tallent-Runnels, 2004), it appears that additional research examining SRL and motivation in…”
• Math and Science Attitudes and Achievement at the Intersection of Gender and Ethnicity (2013, background): “Yet, some researchers have found that the math achievement gap between Whites and ethnic minorities can be explained, at least in part, by SES (Byrnes, 2003; Stevenson, Chen, & Uttal, 1990).”
• Does the Opportunity-Propensity Framework predict the early mathematics skills of low-income pre-kindergarten children? (2013, methodology): “The present study utilized the Opportunity–Propensity (O–P) Framework (Byrnes, 2003; Byrnes & Miller, 2007; Byrnes & Wasik, 2009; Jones & Byrnes, 2006; Sackes, Trundle, Bell, & O’Connell, 2011) to study the impact of pre-kindergarten opportunity to learn mathematics and propensity for learning on pr”
• Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence (2005, background): “On average, adolescents from divergent ethnic and socioeconomic backgrounds differ in terms of their academic performance, with economically disadvantaged, African American, and Latino adolescents typically faring worse in this domain (Byrnes, 2003; Henderson, 1997; Patterson, Kupersmidt, & Vaden, 1”