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High School Math and Motivation for autistic students.

Michael Cooper1, George Farkas2

  • 1School of Education, University of California Irvine, Irvine, CA, United States. mcooper3@uci.edu.

Journal of Autism and Developmental Disorders
|April 20, 2022
PubMed
Summary

For autistic students, identifying as a "math person" significantly boosts final math GPA, especially when 9th-grade scores are high. This contrasts with non-autistic students, where early scores directly predict success.

Keywords:
ASDAutismExpectancy-valueHigh SchoolMathMotivation

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Area of Science:

  • Educational Psychology
  • Neurodevelopmental Disorders Research

Background:

  • Student motivation is crucial for academic achievement.
  • Understanding factors influencing autistic students' math performance is vital.

Purpose of the Study:

  • To investigate the mediating role of motivation in the relationship between 9th-grade math scores and final math GPA for autistic students.
  • To compare these motivational pathways between autistic and non-autistic students.

Main Methods:

  • Utilized data from the NCES High School Longitudinal Study.
  • Applied expectancy-value theory to analyze motivation (self-efficacy, identity, utility, interest).
  • Examined mediation between 9th-grade math test scores and final math GPA.

Main Results:

  • Math identity was the strongest predictor of final math GPA for autistic students with above-average 9th-grade scores.
  • For non-autistic students, 9th-grade math scores directly predicted final math GPA.
  • Motivational factors, particularly math identity, play a distinct role for autistic students.

Conclusions:

  • Self-perception as a "math person" is highly influential for autistic students with strong initial math abilities.
  • Educational strategies may benefit from fostering math identity in autistic students.
  • Motivational pathways to math achievement differ between autistic and non-autistic student populations.