ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)
Cheryl Vanosdall (Creator)
East Carolina University (ECU )
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Abstract: This study examined the motivating factors for students to enroll in advanced placement math courses based on the data collected from the 2016 High School Longitudinal Study of 2009 (HSLS:09) by the National Center for Education Statistics (NCES). The key variables reviewed in the study were the students' intrinsic and extrinsic motivational reasons for taking more math courses , math course credit graduation requirements in high school , and whether a parent worked in a STEM career. Intrinsic and extrinsic factors were viewed through the lens of motivation based on their personal successes and future plans compared to influences from school personnel , family , and peers. The study used the student survey to create a subsample of 11th grade students as of the 2012 school year , enrolled in public schools , and who had answered the item regrading whether or not they had taken an AP math course (n = 4996). The results indicated students were more motivated by intrinsic factors compared to extrinsic factors , regardless of sex. Sex differences did play a role when considering extrinsic motivation , after controlling for previous math achievement and socio-economic status. For males , extrinsic motivation factors increased their odds of taking an AP Math course. In addition , students who were enrolled in high schools that required at least three math credits for graduation were more likely to take an AP math course. Lastly , having a parent with a career in a STEM field significantly increased the odds that a student enrolled in AP math courses.

Additional Information

Language: English
Date: 2018
Motivation, math advanced placement

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KEY MOTIVATORS FOR ENROLLING IN MATH ADVANCED PLACEMENT COURSES described resource references, cites, or otherwise points to the related resource.