This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…

Using samples of college students of very high ability and strong academic background, sex differences in performance and perceptions of performance in introductory chemistry and mathematics courses were studied. Considerable differences favoring men were found, and these appeared to be due primarily to differences in mathematics background.…

Mathematics achievement differences among sixth-graders were analyzed in a four-wave design and explained by aptitude and instructional variables in a structural equation framework. The results demonstrate the local nature of achievement models in that neither their measurement nor structural components proved generalizable across two groups of…

The work of J. Eccles and others (1983) in proposing an integrative theoretical model of achievement behaviors was extended using data from the Second International Mathematics Study. Strong support was found for the constructs identified by the model as determinants of the intention to take more mathematics courses. (SLD)

This investigation examines empirical support for the internal/external frame of reference model that describes the relation between Verbal and Math self-concepts, and between these academic self-concepts and verbal and math achievement. (Author/LMO)