Longitudinal reciprocal effects between teachers’ judgments of students’ aptitude, students’ motivation, and grades in math

The Mediating Role of Growth Mindset in the Causal Model of the Factors Affecting the Mathematics Learning of Ninth-Grade Students

“…ATTIT becomes the most important variable that affects ACMOT, showing that the mathematical background knowledge plays a vital role in the development of important learning features, specifically helping to strengthen basic math skills, and bring to the desired mathematical results while ATTIT will play a major role in the development of ACMOT and lead to better mathematical results. It is consistent with Kriegbaum et al [12] who conducted longitudinal research, found that the background knowledge taught by teachers has a reciprocal effect on students' aptitude, and leads to mathematical learning results and the findings also revealed that intrinsic motivation is not an important factor in describing mathematical learning results of 7 th grade students.…”

“…Overall, ATTIT has no effect on MATH via the growth mindset. The indirect effect has no difference from zero but will begin to see the indirect effect clearly when considering the indirect effect of growth mindset with other factors, especially ATTIT→SEFF→MAPT→MATH=0.103 and ATTIT→MAPT→MATH=0.098, in line with previous research [84,12,19,35] that have found a common relationship of attitude toward mathematics, self-efficacy, and learning aptitude on mathematics learning outcome.…”

“…They noted that when using factors of background knowledge into groups of independent variables for mathematic learning achievement prediction, it cannot use only to predict at a good level. It also interacts with other independent variables, and then influences mathematics achievements, such as achievement motivation [8], self-efficacy [10,11], and academic aptitude [12], etc.…”

“…Students need to apply innate personal abilities to cope with learning situations [15]. It helps to explore learning to be easy and accomplished [12]. Mostly, aptitude has a positive relationship with motivation because when people do what they are good at, it inevitably causes the result with the desired direction [34].…”

“…Based on the research review, it was found that the researchers considered using aptitude as a predictive variable in mathematics achievement rather limited when comparing to other factors. However, research with explicit explaination on the role of aptitude are found, for example, Kriegbaum et al [12] conducted a longitudinal study as the 4 waves between aptitude, motivation, and mathematics achievement of the 7 th grade students in order to consider the reciprocal effects of these three variables, aptitude, motivation, and mathematics. Each factor had a significant positive influence on each other with the statistical significance for the last measurement scores.…”