Contextualizing Math-Related Strengths and Math Achievement: Positive Math Orientations, Social Supports and the Moderating Effects of Prior Math Knowledge

Abstract

Ongoing policy discussions emphasize the need for more STEM professionals to keep the United States internationally competitive in scientific fields and industry. From a K-16 perspective, it is important to note that students’ trajectories into STEM professions are often shaped by their high school experiences—especially in mathematics. Accordingly, this study employs a strength-based framework to examine students’ high school math achievement with an emphasis on the role of their math-related personal and social strengths. This research uses data from the NCES High School Longitudinal Study, a large-scale national study that emphasizes students’ math outcomes. Moderated regression was utilized to examine associations between students’ high school math-related strengths and their math achievement, as well as how these relationships may differ based upon students’ prior math achievement. The findings suggest that a number of students’ strengths in math were positively related to their math achievement; however, some of these relationships differed base upon prior math achievement levels. Accordingly, while math-related strengths can be equally beneficial for students in some instances, in other instances there is a need to better understand these relationships with some nuance. Implications for K-16 STEM education policy, practice and research are discussed.