Abstract
Using data from the Longitudinal Study of American Youth, this analysis tested whether changes during middle and high school in mathematics‐related cognitive and affective factors influence participation in the most advanced mathematics course work, with control over confounding factors associated with student background. No significant interaction effects between cognitive and affective factors were found. Although changes in cognitive factors had more comprehensive effects on participation than those in affective factors, changes in attitude toward mathematics had the most important effect on participation. Among cognitive factors, growth in basic skills and quantitative literacy was more important to participation than growth in algebra and geometry.
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