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Predicting change across and after the transition to high school: A longitudinal path analytic examination of math-related beliefs and values
2013
Effects of the transition to high school on students' beliefs and attitudes about mathematics were investigated in the present longitudinal study. The influence of students' math grades, competence beliefs, and values before making the transition, as well as changes in these beliefs and values across the transition, on their math grades and enrolment intentions were examined across Grades 8, 9, and 10. Based on the theoretical framework of Eccles and colleagues' model of achievement (Wigfield &
doi:10.20381/ruor-12951
fatcat:lb335sekvrdotaekcmw4gjy4xq