| Hispanic youth are at particular risk for negative educational outcomes, including grade retention, dropout, and lower educational attainment. The current study examines the mathematics achievement of Hispanic youth (716 girls and 675 boys) utilizing data from the 2003 Trends in International Mathematics and Science Study (TIMSS). Evaluative and affective self-appraisals regarding mathematics are examined, in addition to future educational aspirations. These constructs are examined separately for girls and boys and by what level of English is spoken in the home. Analyses include Pearson correlations, z-tests using Fisher's r -- z transformation, ANOVA, and multiple regression procedures. The results can be used to advance our understanding of the interplay between self-perceptions and achievement. In addition, the findings can provide further insights to guide teachers, educators, administrators, and school psychologists when seeking to promote, support, and increase the mathematics achievement of Hispanic youth. |
