Abstract

Early adolescence is an important period for students’ math motivational beliefs. This explanatory sequential mixed methods study examined middle school students’ experiences in a university-based math afterschool program serving predominantly underprivileged Latinx adolescents. First, utilizing quantitative pre- and post-survey data (N = 129), we found that the support adolescents received in the program for their competence needs positively predicted changes in their math motivational beliefs (i.e., math ability self-concepts and subjective task-values) over one academic year. In our follow-up analysis of qualitative interview data (N = 28), we examined specifically how mentors in the program supported adolescents’ competence needs. The findings highlight culturally responsive practices - including helping adolescents leverage their funds of knowledge as well as various strategies and perspectives for problem-solving during math activities - that afterschool programs and mentors can utilize to create supportive learning environments for competence needs that help to promote adolescents’ math motivational beliefs.

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