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- Title
Reducing Inequality in Student Outcomes in U.S. Geography Education: The Importance of Understanding Student Attitudes.
- Authors
Solem, Michael; Vaughan, Phillip W.
- Abstract
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.
- Subjects
NATIONAL Assessment of Educational Progress (Project); STUDENT attitudes; GEOGRAPHY education; INDEPENDENT variables; RELIEF models; ACHIEVEMENT gap
- Publication
Education Sciences, 2024, Vol 14, Issue 1, p9
- ISSN
2227-7102
- Publication type
Article
- DOI
10.3390/educsci14010009