Reducing Inequality in Student Outcomes in U.S. Geography Education: The Importance of Understanding Student Attitudes
This study examines relationships between geography achievement and the psychological characteristics of geography learners in eighth grade. Using data provided by the National Assessment of Educational Progress (NAEP), the researchers developed a statistical model of geography achievement comprisin...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-12-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/14/1/9 |
| _version_ | 1797344212294828032 |
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| author | Michael Solem Phillip W. Vaughan |
| author_facet | Michael Solem Phillip W. Vaughan |
| author_sort | Michael Solem |
| collection | DOAJ |
| description | This study examines relationships between geography achievement and the psychological characteristics of geography learners in eighth grade. Using data provided by the National Assessment of Educational Progress (NAEP), the researchers developed a statistical model of geography achievement comprising student and teacher/school-level predictor variables. The model included five predictor variables based on composite measures of student affective disposition. Hierarchical linear modeling accounted for data clustering. Controlling for the full set of predictors, geography achievement was positively associated with students’ self-reported enjoyment of complex problems, academic self-discipline, and interest in and enjoyment of geography, whereas lower levels of geography achievement were associated with students’ self-reported level of persistence in learning. Race, gender, disability, minority language status, and instructional exposure were predictive of affective differences between groups of geography learners. The results of the study underscore the need to consider student attitudes in efforts to close achievement gaps and encourage the future geography intentions of students in U.S. geography education. |
| first_indexed | 2024-03-08T11:00:03Z |
| format | Article |
| id | doaj.art-4c296dc1e56944398dcd15646f71996c |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-08T11:00:03Z |
| publishDate | 2023-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-4c296dc1e56944398dcd15646f71996c2024-01-26T16:08:20ZengMDPI AGEducation Sciences2227-71022023-12-01141910.3390/educsci14010009Reducing Inequality in Student Outcomes in U.S. Geography Education: The Importance of Understanding Student AttitudesMichael Solem0Phillip W. Vaughan1Department of Geography and Environmental Studies, Texas State University, San Marcos, TX 78666, USAData Analytics and Research Methodology, Texas State University, San Marcos, TX 78666, USAThis study examines relationships between geography achievement and the psychological characteristics of geography learners in eighth grade. Using data provided by the National Assessment of Educational Progress (NAEP), the researchers developed a statistical model of geography achievement comprising student and teacher/school-level predictor variables. The model included five predictor variables based on composite measures of student affective disposition. Hierarchical linear modeling accounted for data clustering. Controlling for the full set of predictors, geography achievement was positively associated with students’ self-reported enjoyment of complex problems, academic self-discipline, and interest in and enjoyment of geography, whereas lower levels of geography achievement were associated with students’ self-reported level of persistence in learning. Race, gender, disability, minority language status, and instructional exposure were predictive of affective differences between groups of geography learners. The results of the study underscore the need to consider student attitudes in efforts to close achievement gaps and encourage the future geography intentions of students in U.S. geography education.https://www.mdpi.com/2227-7102/14/1/9geography achievementaffective domainhierarchical linear modeling |
| spellingShingle | Michael Solem Phillip W. Vaughan Reducing Inequality in Student Outcomes in U.S. Geography Education: The Importance of Understanding Student Attitudes Education Sciences geography achievement affective domain hierarchical linear modeling |
| title | Reducing Inequality in Student Outcomes in U.S. Geography Education: The Importance of Understanding Student Attitudes |
| title_full | Reducing Inequality in Student Outcomes in U.S. Geography Education: The Importance of Understanding Student Attitudes |
| title_fullStr | Reducing Inequality in Student Outcomes in U.S. Geography Education: The Importance of Understanding Student Attitudes |
| title_full_unstemmed | Reducing Inequality in Student Outcomes in U.S. Geography Education: The Importance of Understanding Student Attitudes |
| title_short | Reducing Inequality in Student Outcomes in U.S. Geography Education: The Importance of Understanding Student Attitudes |
| title_sort | reducing inequality in student outcomes in u s geography education the importance of understanding student attitudes |
| topic | geography achievement affective domain hierarchical linear modeling |
| url | https://www.mdpi.com/2227-7102/14/1/9 |
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