High School Math and Motivation for autistic students

Abstract

Analyzing data from students in the NCES High School Longitudinal Study dataset, we drew upon expectancy-value theory to examine the role of student motivation (measured by self-efficacy, identity, utility, and interest), as mediators between 9th grade math test scores and final math GPA for autistic students. In predicting final high school math GPA, math identity was the strongest predictor for autistic students with above average test scores. Findings for autistic students contrast with results for non-autistic students whose final math GPA is strongly predicted by the direct effects of 9th grade test scores. These results suggest that seeing oneself as a “math person” may be particularly influential for autistic students with higher 9th grade math performance.

Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers

“…In one study, though, Martin et al (2020) compared self-reported technology and engineering interest between 16 middle school autistic students and 30 peers without disabilities and found no differences between the two groups. Cooper and Farkas (2022) found that the extent to which autistic students see themselves as a “math person” is the strongest predictor of high school math grade point average (GPA) among those with above-average math scores. Georgiou et al (2018) documented that autistic students report greater fear of failure than non-autistic peers, and fear of failure is negatively associated with their math interest.…”