Too often, the value of culturally responsive and sustaining education (CRSE) is limited to addressing student motivation and engagement rather than being seen as valuable for academic achievement and rigorous student learning. This brief calls on education leaders to prioritize a broader range of outcomes, including students' development of…

Doors to other educational opportunities and future professions are closed when students have a low motivational profile in mathematics starting in elementary school and continue with an unchanged profile into high school (Lazarides et al., 2020). Students must learn how to increase their mathematical self-efficacy in order to increase their…

The typical mathematical experience often prioritizes achievement with little regard for the emotional disposition of the student. Despite this relentless focus, overall performance in mathematics has shown little improvement. Additionally, the surge in demand for professionals with mathematical skills highlights a concerning disparity in…

Dimensional comparisons (i.e., comparing own performances across domains) may drive an increasing differentiation in students' math and verbal self-concepts over time, but little longitudinal research has directly tested this assumption. Using cross-sequential data spanning Grades 1-12 (N = 1069, ages 6-18, 92% White, 2% Black, 51% female,…

In this chapter, we explore group counseling interventions for Black males and explain the Achieving Success Everyday (ASE) group model for racial and mathematical development. We use critical race theory (CRT) as a framework to analyze school counseling (SC) and mathematics literature that focuses on Black male students to inform the…

Math achievement is an important predictor of progression to later science, technology, engineering, and math (STEM) education and careers. However, attitudinal factors also play a role, and interventions attempting to improve math attitudes may be important for increasing the number of STEM-aspiring students. To design effective interventions, it…

Growth mindset has received more focus in schools in the past fifteen years as a possible way to improve various educational outcomes. There are important possible benefits if students believe in the malleability of intelligence and the potential to improve in ability and various human qualities. Students with growth mindsets set self-improvement…

Youths' development can be positively or negatively impacted by various factors in their internal and external environment. This study investigated the interactive effects of self-regulation and internalizing and externalizing problems on academic achievement (reading and maths) and positive youth development (PYD) across one year. Data were…

Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom…

This study, with 103 nongifted students and 77 female and 76 male gifted students in grades 3, 6, and 9, found that gifted females evidenced self-defeating causal attributions for math performance relative to gifted males only in grade 9. For the nongifted subjects, the sex differences were not as pronounced. (DB)