Math motivational belief development during high school by race/ethnicity: Teachers and parents as predictors of changes.

The changes in adolescents' math motivational beliefs (i.e., expectancies for success, interest, and utility value) across Grades 9-11 and the associations between these changes and adolescents' experiences with socializers (i.e., perceived teacher unfairness and parent-adolescent discussions) were examined within each of the four largest racial/ethnic groups in the United States using the High School Longitudinal Study, a nationally representative data set (