What Makes Them Persist? Expectancy-Value Beliefs and the Math Participation, Performance, and Preparedness of Hispanic Youth - read research findings

Oct 15, 2026

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Study examines how Hispanic youths’ ninth-grade math expectancy-values relate longitudinally to later math participation, performance, and preparedness from grades 9 to 12. It evaluates gender moderation in links between expectancy-value and outcomes, while controlling students’ socio-demographic characteristics and prior math experience, including achievement and curricular track. The sample includes 1,116 students with substantial representation of females, English learners, and low-income youth.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Theoretical Framework

Eccles et al.’s Expectancy-Value Theory of Achievement

Expectancy for Success

Measures and associations

AERA Open July-September 2019, Vol. 5, No. 3, pp. 1–17 DOI: 10. 1177/2332858419869342 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero) What Makes Them Persist? Expectancy-Value Beliefs and the Math Participation, Performance, and Preparedness of Hispanic Youth Nayssan Safavian University of California–Irvine This study examined the longitudinal associations of Hispanic youths’ 9th-grade math expectancy-values and their subsequent participation (course taking and advanced course taking), performance, and preparedness (high school graduation and university eligibility) across 9th to 12th grades. Gender moderation associations of expectancy-value and participation, performance, and preparedness were evaluated. Students’socio-demographic characteristics and previous math experiences (achievement and curricular track) were controlled. The study sample (n = 1,116) was 53% female, 46% English learner, and 84% low income. Males reported higher expectancy, interest, attainment, and cost values. Females completed more math courses and advanced courses, achieved stronger course grades, and were more likely to complete math preparation requirements for high school graduation and college. Associations of expectancy-value, and participation and performance were observed along with gender-moderated associations with preparedness. The odds of graduation preparedness were increased for females with high attainment value, whereas the odds of university preparedness were increased for males with high utility value. Keywords: Hispanic, motivation, mathematics, educational attainment, achievement Introduction Hispanic 1 youth make up 25% of the student population in the United States (National Center for Educational Statistics, 2016, 2018, n.d.). They are motivated, optimistic, and place high value on educational and occupational attainment (Hill & Torres, 2010; Langenkamp, 2017; Perreira, Fuligni, & Potochnick, 2010). Hispanic youth also have one of the lowest high school completion rates and are disproportionately overrepresented in below-grade curricular tracks, vocational curricula, and community colleges (Finkelstein & Fong, 2008; Fry & Taylor, 2013; Kim & Nuñez, 2013; Kao & Thompson, 2003) . Underpreparedness and limited math proficiency hinder postsecondary opportunities, such as attending or graduating from college (Fry & Taylor, 2013; Kim & Nuñez, 2013; Long, Iatarola, & Conger, 2009) . Various social, cultural, and structural explanations have been offered for these trends, such as parental education and socioeconomic status, differential curriculum tracking, unequal school funding, racism, cultural mismatch, and stereotype threat, among many others (Crisp, Taggart, & Nora, 2015) . Educational psychologists, like Eccles and her colleagues, attribute the downward trend in math performance and engagement to the math motivations of students and, more specifically, the success expectations and task values of students (Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002) . However, the associations of math motivations and achievement-related behaviors for Hispanic youth remain largely understudied and require further attention. I address this research gap by examining whether and in what ways the endorsement of math success expectancies and subjective task values (STVs) among Hispanic youth translate to their math participation, performance, and long-term preparedness. Theoretical Framework Eccles et al.’s Expectancy-Value Theory of Achievement Motivation The Eccles et al. (1983) expectancy-value theory (EVT) postulates that gendered achievement-related choices are a function of students’ expectations for success (beliefs about the likelihood of success or sense of personal efficacy to master the task: “Can I do it?”) and the value stude

FAQs

What outcomes does the study track across grades 9 to 12?

It tracks math participation (course taking and advanced course taking), performance (course grades), and preparedness, including high school graduation and university eligibility.

How does gender influence the relationship between expectancy-value beliefs and outcomes?

The study tests gender moderation, finding different patterns for preparedness odds based on attainment value for females and utility value for males.

What factors are controlled to isolate the effects of math expectancy-values?

Socio-demographic characteristics and prior math experiences are controlled, including achievement and curricular track.

Oct 15, 2026

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