Determining the Causal Ordering between Attitude toward Mathematics and Achievement in Mathematics

Ma, Xin; Xu, Jiangmin

doi:10.1086/383074

Cited by 108 publications

(100 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some studies emphasized that males showed more positive attitudes towards mathematics than females (Michelli, 2013;Tasdemir, 2009); whereas, in other studies females were found to hold more positive attitudes towards mathematics compared to their male counterparts (Savas & Duru, 2005). Similar to achievement, Ma and Xu (2004b) stated that both males' and females' attitude scores decrease in the same manner across grade levels indicating no gender difference regarding mathematics attitude among secondary school students. In another research, the relationship between attitude towards mathematics and mathematics achievement of 9th and 10th grade level students was examined.…”

Section: Gender and School Typementioning

confidence: 90%

“…While some researchers reported a statistically significant relationship (Michelli, 2013), others stated statistically significant but not strong relationship between attitude towards mathematics and mathematics achievement (Aiken, 1970;1976;Ma & Kishor, 1997). Ma and Xu (2004b) investigated the causal ordering between mathematics attitude and mathematics achievement of secondary school students. Students were randomly selected from seventh graders and were followed for six years until they reached 12 th grade.…”

Section: Attitude Towards Mathematicsmentioning

confidence: 99%

“…Nevertheless, research studies emphasized that the difference between males and females are getting smaller. For instance, in their study with secondary school (7-11 grades) students, Ma and Xu (2004b) stated that both males' and females' achievement mean scores increase in a similar manner and thus there is no gender difference among the grade levels regarding basic skills, algebra, geometry, and quantitative reasoning. Similarly, no gender difference was detected between mathematics achievement test scores of 5th graders (Michelli, 2013).…”

Section: Gender and School Typementioning

confidence: 99%

See 2 more Smart Citations

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

2017

View full text Add to dashboard Cite

Título: Investigando la autoeficacia, la ansiedad, las actitudes y los logros de las matemáticas con respecto al género y el tipo de escuela. Resumen: El propósito de este estudio fue investigar la relación entre la autoeficacia en matemáticas, la ansiedad en matemáticas, la actitud con respecto a matemáticas, el rendimiento en matemáticas de los estudiantes del séptimo grado y el género y el tipo de escuela. Con el fin de examinar la diferencia en la autoeficacia, la ansiedad la actitud y el rendimiento en cuanto al género y al tipo de escuela se realizó análisis de la varianza (ANOVA) de dos vias. Además, se ejecutó un análisis de regresión múltiple para investigar el papel de autoeficacia, ansiedad, actitud y gé-nero y tipo de escuela en la predicción del rendimiento en matemáticas de los estudiantes del séptimo grado. Los resultados revelaron que el género tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de actitud, las puntuaciones de ansiedad y el rendimiento en matemáticas. Sin embargo, el tipo de escuela no tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de ansiedad y las puntuaciones del rendimiento pero tiene un efecto significativo sobre las puntuaciones de actitud. Los resultados también confirman que el modelo proporcionado consta de la autoeficacia, la ansiedad, la actitud, el género y el tipo de escuela, predijo significativamente las puntuaciones de rendimiento. Palabras clave: Autoeficacia; ansiedad; rendimiento académico; género. Abstract:The purpose of this study was to investigate the relationship among seventh grade students' mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, mathematics achievement, gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, two-way ANOVAs were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type in predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean mathematics self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. Findings also supported that self-efficacy, anxiety, attitude, gender and school type significantly predicted the achievement scores of seventh grade students.

show abstract

Section: Gender and School Typementioning

confidence: 90%

Section: Attitude Towards Mathematicsmentioning

confidence: 99%

Section: Gender and School Typementioning

confidence: 99%

See 1 more Smart Citation

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

2017

View full text Add to dashboard Cite

show abstract

“…Nuostata dėl matematikos yra ne įgimta, bet formuojama, taip pat yra teigiama ir neigiama. Nuostatos dėl matematikos tyrimams yra siūlomi įvairūs modeliai (Fennema ir Sherman, 1976;Tapia ir Marsh, 2004;Hannula, 2002;Ma, Jiangmin, 2004;Di Martino, Zan, 2010). Pavyzdžiui, Tapia ir Marsh (2004) savo nuostatos dėl matematikos mokymosi modelyje skiria tokius komponentus: matematikos pomėgio (angl.…”

Section: Raminta Seniūnaitėunclassified

10–16 Metų Mokinių Nuostatos Dėl Matematikos Ir Metakognityvaus Sąmoningumo Sąsaja

Seniūnaitė¹,

Pociūtė²

2015

ActPaed

View full text Add to dashboard Cite

show abstract

“…Motivation is defined as a set of interrelated beliefs and emotions that influence and direct behaviors . It has been indicated that low achievers show various motivational problems including a lack of participation in the class, lower self motivation, less goal directed behavior and more negative or non-cooperative attitudes toward institution, teachers or studies than high achievers (Downey & Yuan, 2005;Ma & Xu, 2004;McCoach & Siegle, 2001;2003a;Tella, 2007). Literature documents that positive parental support and nurturance promotes higher academic attainment whereas dysfunctional parental practices have been defined as a potential risk factor for poor academic performance among early and late adolescents (Aunola, Stattin, & Nurmi, 2000;Dennis et al, 2005;Hickman, Kim, & Rohner, 2002;Kordi & Baharudin, 2010).…”

mentioning

confidence: 99%

Development of an Academic Achievement Risk Assessment Scale for Undergraduates: Low, Medium and High Achievers

Jibeen¹,

Khan²

2016

REMIE

View full text Add to dashboard Cite

This research has developed The Academic Achievement Risk Assessment Scale [AARS], for identification of the factors which influence performance of undergraduate (448 students); studying at three universities of Lahore, Pakistan. An 18-item scale, with five distinct factors was developed which included lack of motivation, dysfunctional parental practices, parental involvement in drug abuse or antisocial activities, difficulty with peers, and language barrier. The results revealed differences among low, medium and high academic CGPA groups as all five risk factors were significantly related to the low achieving group. The study has implications for teachers, counselors, and policy makers in the field of learning

show abstract

Determining the Causal Ordering between Attitude toward Mathematics and Achievement in Mathematics

Cited by 108 publications

References 16 publications

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

10–16 Metų Mokinių Nuostatos Dėl Matematikos Ir Metakognityvaus Sąmoningumo Sąsaja

Development of an Academic Achievement Risk Assessment Scale for Undergraduates: Low, Medium and High Achievers

Contact Info

Product

Resources

About