Date of Award

8-22-2022

Type

Dissertation

First Advisor

Basil Conway

Second Advisor

Parul Acharya

Third Advisor

Tugce Gu

Abstract

This mixed methods study investigated the relationships between the constructs of self-efficacy, growth mindset, and mathematics identity among middle school students at a South Georgia charter school. Constructivist grounded theory was used to investigate the strength of these constructs along with student perceptions of what factors make one a math person. The study was an explanatory sequential design consisting of an online survey followed by student interviews. Ninety-one students participated in the survey. Multiple linear regression was used to determine whether a correlation existed between the variables as well as among student subgroups. Self-efficacy was found to be a predictor of math identity for all subgroups except for students who were not white and students with below average math achievement. Growth mindset was found to be a predictor of self-efficacy for all subgroups except for students who were females, students who were not white and students with below average math achievement. Growth mindset was found to be a predictor of math identity for males. A MANOVA found no significant relationships between the student-level factors of gender, race, socio-economic status, or math achievement level and the dependent variable of self-efficacy, growth mindset, and math identity. Embedded sampling was used to select 30 students from the survey participants for one-on-one interviews to more deeply investigate student perceptions of these variables. Qualitative analysis found interest, content proficiency, and enjoyment of mathematics to be prominent factors in whether one is perceived as a math person for students of all levels of math identity.

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