Motivating and supporting young people to study mathematics: A London perspective

This paper explores which classroom and teacher factors are associated with post-16 mathematics aspirations, mathematics intrinsic motivation, and mathematics self-concept. Few studies explore all three outcomes among the same set of students or make linkages across the factors that are important to these outcomes. The analysis is based on the survey responses of 761 Year 8 (age 13) and 715 Year 10 (age 15) students from 17 London schools as learners of mathematics. The analysis indicates that teaching for engagement is important for intrinsic mathematics motivation but not for future mathematics aspirations. In addition, students' emotional responses to mathematics lessons are important for their mathematics self-concept but not for future mathematics aspirations. Advice-pressure to continue with mathematics post-16, extrinsic material gain motivation, and mathematics self-concept underpin mathematics aspirations (even after controlling for the support students received from their families in mathematics attainment). The gender difference within mathematics self-concept among these young Londoners was higher than that found across England, although there were substantially fewer gender differences in relation to questions that explored students' perceptions of their mathematics lessons and teachers. The article concludes with some suggestions for both national and London policymakers because the study of mathematics is seen as of considerable importance to both young people and the economic life of the capital.

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Sociological Analysis of Attitudes of Professional Growth and Career in the Context of Digital Economy and Knowledge Society

Sociology and Law ◽

10.35854/2219-6242-2020-3-12-24 ◽

2020 ◽

pp. 12-24

Author(s):

O. Ya. Gelikh ◽

A. N. Levitskaya ◽

N. N. Pokrovskaia

Keyword(s):

Young People ◽

Professional Growth ◽

Empirical Studies ◽

Knowledge Society ◽

Professional Community ◽

Economic Life ◽

Entrepreneurial Activity ◽

Sociological Analysis ◽

Working Age ◽

The Media

A sociological analysis of the factors of integration of young generations into active economic life is based on a study of the values of young people in relation to employment and professional growth. The information society has two key parameters that influence the construction of the trajectory of educational, professional, labor or entrepreneurial activity — the significant role of knowledge in creating value and the digital space as a source of information and the place for individuals to fulfill themselves in society and the social and professional community. A theoretical analysis of labor socialization allows researchers to move on to the results of empirical studies carried out with the participation of authors in 2017 and 2019-2020. The data obtained are evaluative in nature and allow authors to draw conclusions about the influence of the media space on young people entering working age taking decisions on choosing a profession and a form of economic activity, planning employment and career growth.

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The Emotional Nature of Birth Family Relationships for Care-experienced and Adopted Young People: A Longitudinal Perspective

Journal of Family Issues ◽

10.1177/0192513x20978439 ◽

2020 ◽

pp. 0192513X2097843

Author(s):

Montserrat Fargas-Malet ◽

Dominic McSherry

Keyword(s):

Young People ◽

Family Relationships ◽

Emotional Responses ◽

Emotional Reactions ◽

Dynamic Nature ◽

Children And Young People ◽

Adoption Research ◽

Mixed Feelings ◽

Birth Family ◽

Theory Research

Research focused on relationships and contact with birth family for children and young people who were separated from them as infants has rarely acknowledged the emotional and dynamic nature of such interactions. Curiosity has been dominant in adoption research. However, in our longitudinal study of young people who entered care at a young age, a range of other feelings and combination of feelings emerged in the youths’ narratives, including contentment and mixed feelings such as anger, affection, loss, guilt, or worry. Type of placement, that is, whether the young people had been adopted, lived with kinship foster carers or non-relative foster parents, did not determine their emotional reactions to their birth family. The young people’s perspectives and emotions often changed over time. In this article, we describe the young people’s emotional responses to birth family, and highlight implications for theory, research, and practice.

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Fuzzy Regression in Predicting Math Achievement, Based on Philosophic-Mindedness, Creativity, Mathematics Self-efficacy, and Mathematics Self-concept

Fuzzy Information and Engineering ◽

10.1080/16168658.2021.1880142 ◽

2021 ◽

pp. 1-13

Author(s):

S. M. Taheri ◽

M. Asadi ◽

A. Shiralipour

Keyword(s):

Self Efficacy ◽

Math Achievement ◽

Fuzzy Regression ◽

Self Concept ◽

And Mathematics ◽

Mathematics Self Efficacy

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Using social knowledge while interacting at the classroom sand center: Facework and cohesion strategies

Journal of Early Childhood Research ◽

10.1177/1476718x18809393 ◽

2018 ◽

Vol 16 (4) ◽

pp. 421-435 ◽

Cited By ~ 1

Author(s):

Shelley Stagg Peterson ◽

Alison Altidor-Brooks

Keyword(s):

Emotional Responses ◽

Primary Teachers ◽

Self Esteem ◽

Social Knowledge ◽

Language And Literacy ◽

Specific Language ◽

Video Recordings ◽

Language Strategies ◽

Play Group ◽

Support Students

The goal of this study is to inform teachers’ practice by identifying specific language strategies that young children use in their play and suggesting ways that teachers can build on our findings to support students’ language and literacy. Deductive analyses of video-recordings of 5-year old children playing at the sand center revealed that children used cohesive strategies, such as repetitions and conjunctions, to tie together the ideas from one speaker to the next, in order to maintain the flow of the play. Children also used facework strategies, such as complimenting peers, softening regulatory language with words such as “just,” and showing interest in others’ activities. These strategies helped children to build relationships with peers and enhance their positive self-esteem as members of the play group. Children used language primarily for imaginative purposes, in addition to communicating information, regulating others’ behavior, and expressing their individuality and emotional responses to activities at the sand center. Primary teachers may find these results useful for guiding assessment of children’s knowledge of and flexibility in using linguistic and semiotic resources to achieve social purposes and to create cohesive narratives in informal interactions.

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Gender Specific Emotional Responses to Anticipated Crime

International Review of Victimology ◽

10.1177/026975800701400304 ◽

2007 ◽

Vol 14 (3) ◽

pp. 337-351 ◽

Cited By ~ 15

Author(s):

Simon C. Moore ◽

Jonathan Shepherd

Keyword(s):

Fear Of Crime ◽

Emotional Responses ◽

Dimensional Measure ◽

Property Loss ◽

Crime Types ◽

Survey Responses ◽

And Control ◽

Specific Fear ◽

Gender Specific ◽

Personal Harm

In this paper multivariate analyses are used to test two hypotheses specific to the assumption that women are more fearful of crime than men. First, national crime survey responses to a global fear of crime question were analysed to assess whether responses to global questions were biased towards particular crime types. Results show that non-specific global fear of crime questions elicit responses most associated with fear of physical harm - explaining the persistent finding in previous research that women are more fearful than men. Second, a two-dimensional measure of fear of crime was derived from six crime specific fear of crime responses. Gender and control variables were regressed onto the derived measures of fear to test the hypothesis that dimensions of fear are gender specific. Results show that women are relatively more fearful of personal harm but no gender difference was found for fear of property loss. These data are consistent with a physical vulnerability explanation and, taken together, suggest that the irrationality hypothesis can be rejected.

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Relationship between mathematics self-concept and mathematics performance

PISA - PISA 2012 Results: Ready to Learn (Volume III) ◽

10.1787/9789264201170-graph45-en ◽

2013 ◽

Keyword(s):

Mathematics Performance ◽

Self Concept ◽

And Mathematics

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New approaches to youth in thrill society: sport participation as fuel to boost outlook on future and concepts on self

Applied Studies in Agribusiness and Commerce ◽

10.19041/apstract/2013/1/17 ◽

2013 ◽

Vol 7 (1) ◽

pp. 97-104 ◽

Cited By ~ 1

Author(s):

Szilvia Perenyi

Keyword(s):

Young People ◽

Sport Participation ◽

Economic Status ◽

Population Data ◽

Smooth Transition ◽

Self Concept ◽

Life Styles ◽

State Of Mind ◽

Youth Population ◽

Political Economic

The theory of “thrill-society” (Schulze 1992) conceptualizes that increased economic status that allows the focus of daily life to switch from providing for physical needs to searching for a meaningful life and self-fulfilment. Combined with the expansion of education, it causes a smooth transition from traditionally inherited social positions and class-based hierarchy in society to a higher degree of social mobility, increased individualisation and diversification of life styles. Noting that, the actualization of this concept in Hungarian society came into effect only along societal discrepancies; still, the uncertainties and insecurities that accompany the process of ‘thrill projects’ collection are substantial. The purpose of this study was to examine the role of sport participation in the lives of young people, how sport may assist young people in coping with the insecurities and uncertainties created in the societal scene that is characterised by the combination of Schulze’s “thrill-society” and the inheritance of political, economic and societal transition of Hungary. Specifically, this study aims to find differences between sport participants and non-participants in their perception of future on micro and macro level, their readiness to take risks and challenges, and their self-concept related to their own health, physical condition, and physical appearance. Stratified random sampling was applied to obtain an accurate representation of Hungarian youth population. Data were analysed by using cross tabulation, non-parametric and multidimensional statistical methods. The results showed that sport participants adopted a more positive image of the future, higher ability to assume risks and a more modern state of mind, as well as a more stable self-concept in comparison to non-participant youth. Also, it seems that the sporting contest may be as strong as sociodemographic positioning in the formulation of these life capabilities. It can be suggested that sport may assist youth with a stable and accountable value environment that reduces the variety of opportunities and provides resources to better deal with societal uncertainties; meanwhile it opens new avenues of personal freedom even in a “thrill society” that filled with deficits in transitioning societies.

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Qualitative study: patients’ and parents’ views on brain tumour MRIs

Archives of Disease in Childhood ◽

10.1136/archdischild-2019-317306 ◽

2019 ◽

pp. archdischild-2019-317306 ◽

Cited By ~ 1

Author(s):

Natalie Tyldesley-Marshall ◽

Sheila Greenfield ◽

Susan Neilson ◽

Martin English ◽

Jenny Adamski ◽

...

Keyword(s):

Young People ◽

Brain Tumour ◽

No Value ◽

Brain Tumours ◽

Emotional Responses ◽

Working Relationships ◽

Structured Interviews ◽

Children And Young People ◽

Parent Preferences ◽

Over Time

BackgroundMRI is essential to the clinical management of children and young people with brain tumours. Advances in technology have made images more complicated to interpret, yet more easily available digitally. It is common practice to show these to patients and families, but how they emotionally respond to, understand and value, seeing brain tumour MRIs has not been formally studied.MethodsQualitative semi-structured interviews were undertaken with 14 families (8 patients, 15 parents) purposively sampled from paediatric patients (0 to 18 years) attending a large UK children’s hospital for treatment or monitoring of a brain tumour. Transcripts were analysed thematically using the Framework Method.ResultsFour themes were identified: Receiving results (waiting for results, getting results back, preferences to see images), Emotional responses to MRIs, Understanding of images (what they can show, what they cannot show, confusion) and Value of MRIs (aesthetics, aiding understanding, contextualised knowledge/emotional benefits, enhanced control, enhanced working relationships, no value). All families found value in seeing MRIs, including reassurance, hope, improved understanding and enhanced feeling of control over the condition. However emotional responses varied enormously.ConclusionsClinical teams should always explain MRIs after ‘framing’ the information. This should minimise participant confusion around meaning, periodically evident even after many years. Patient and parent preferences for being shown MRIs varied, and often changed over time, therefore clinicians should identify, record and update these preferences. Time between scanning and receiving the result was stressful causing ‘scanxiety’, but most prioritised accuracy over speed of receiving results.

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