This study examines how student perceptions of teacher practices contribute to female high school students' math beliefs and achievement. Guided by the expectancy-value framework, we hypothesized that students' motivation beliefs and achievement outcomes in mathematics are fostered by teachers' emphasis on the relevance of mathematics and constrained by gender-based differential treatment. To examine these questions, structural equation modeling was applied to a longitudinal panel of 518 female students from Maryland Adolescent Development in Context Study (MADICS). While controlling for prior achievement and race, gendered differential treatment was negatively associated with math beliefs and achievement, while relevant math instruction was positively associated with these outcomes. These findings suggest inroads that may foster positive math motivational beliefs and achievement among young women.

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Nonlinear patterns of change arise frequently in the analysis of repeated measures from longitudinal studies in psychology. The main feature of nonlinear development is that change is more rapid in some periods than in others. There generally also are strong individual differences, so although there is a general similarity of patterns for different persons over time, individuals exhibit substantial heterogeneity in their particular response. To describe data of this kind, researchers have extended the random coefficient model to accommodate nonlinear trajectories of change. It can often produce a statistically satisfying account of subject-specific development. In this review we describe and illustrate the main ideas of the nonlinear random coefficient model with concrete examples.

Improving the predictive validity of reading comprehension using response times of correct item responses.

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