Measuring preschool children's affective attitudes toward mathematics

Zhang, Xiao; Yang, Yong; Zou, Xinzhuo; Hu, Bi Ying; Ren, Lixin

doi:10.1016/j.ecresq.2020.05.012

Cited by 22 publications

(10 citation statements)

References 47 publications

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“…Capuno et al (2019) determined that a student's enthusiasm and learning routine had an impact on his or her mathematical performance. Furthermore, Zhang et al (2020) showed that students' affective attitudes had an association with their mathematical achievement.…”

Section: Discussionmentioning

confidence: 99%

Impact of Modular Distance Learning on High School Students Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19 Pandemic

Tangonan¹

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">This study examined the impact of modular distance learning on students' motivation, interest/attitude, anxiety and achievement in mathematics. This was done at the Gabaldon, Nueva Ecija, Philippines during the first and second grading of the academic year 2021-2022. The study included both a descriptive-comparative and descriptive-correlational research design. The 207 high school students were chosen using stratified sampling. According to the findings, students have a very satisfactory rating in mathematics. Students agree that they are motivated, enthusiastic, and have a positive attitude toward mathematics. They do, however, agree that mathematics causes them anxiety. When students are subdivided based on sex, their mathematics interest and anxiety differ significantly. However, there was no significant difference in interest/attitude and achievement. When students are divided into age groups, their mathematics motivation, interest/attitude, anxiety, and achievement differ significantly. Students' motivation, anxiety, and achievement differ significantly by year level. There was a positive relationship between and among mathematics motivation, interest/attitude, and achievement. However, there is a negative association between mathematics anxiety and mathematics motivation; mathematics anxiety and mathematical interest/attitude; and mathematics anxiety and mathematical performance. The study's theoretical and practical implications were also discussed, and recommendations for educators and researchers were given.</p>

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Section: Discussionmentioning

confidence: 99%

Impact of Modular Distance Learning on High School Students Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19 Pandemic

Tangonan¹

2022

EUROPEAN J ED RES

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“…Among the different proposals, we adhere to the one shaped by the affective, cognitive and behavioural dimensions (Maio et al, 2018). Concerning affective attitudes, they are linked to the emotional factor (feelings and emotions) that influence the actions and reactions of the person, providing them a subjective perception that will condition behaviour and the way they act in the face of the different situations and events that they face (Zhang et al, 2020). On the other hand, cognitive attitudes are generated around the beliefs and values that each person assumes according to the learning that has been acquired during their experiences and that will determine both future actions and the (re)construction of our ideas and thoughts (Elliot and Wilmes, 2013;González-Sanmamed et al, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Attitude towards ICT: a statistical analysis of gender differences in Spanish higher education teachers

Guillén‐Gámez¹

2020

Proceedings of ‏The 3rd International Conference on Advanced Research in Education, Teaching and Learning

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The use of ICT resources in the teaching and learning process, as well as in the field of educational research, requires positive attitudes from all higher education teachers. Therefore, the purposes of this study are: (1) to measure both the level of attitude of teachers towards technology related to the teaching and learning process and the level of attitude towards technology related to research in both genders; and (2) to know if there are differences in the attitudes of teachers according to their gender. For this, an ex post facto design with 867 higher education teachers from the Spanish territory was used. An instrument created by Romero-Martínez et al. (2020) was composed of a total of 18 items, classified into three dimensions: affective, cognitive and behavioural attitudes towards technology in the teaching and learning process; affective attitudes towards technology in educational research; and cognitive attitudes towards technology in educational research. In general, the results showed that the teachers perceived a very good attitude towards technology (3.9/5), being higher in the male gender. Specifically, significant differences were found between both genders in the global attitude towards technology, as well as in the affective attitudes dimension towards ICT research. The conclusions derived from this study can help to develop training actions focused on improving the most unfavourable attitudes of each gender.

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“…Families with boys reported that children had science‐related interests, as coded by the research team, an average of 47% of the six telephone interviews conducted across the year, while families with girls reported children had science‐related interests in an average of 16% of the telephone interviews. While children may not initially be able to articulate these interests, by the time they enter kindergarten, research has demonstrated that they can already provide reliable reports of their own interests (McTigue et al, 2019), including STEM‐related interests (Mantzicopoulos et al, 2008; Oppermann et al, 2017; Zhang et al, 2020). Retrospective interviews with scientists, engineers, and STEM‐related hobbyist also support the emergence of STEM‐related interests in early in childhood and highlight the importance of support from family and friends (Crowley et al, 2015; Dou et al, 2019; Hecht et al, 2019; Maltese & Tai, 2010; Maltese et al, 2014; Tai et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Family values, parent roles, and life challenges: Parent reflections on the factors shaping long‐term interest development for young children and their families participating in an early childhood engineering program

Pattison¹,

Montañez²,

Svarovsky

2022

Science Education

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Measuring preschool children's affective attitudes toward mathematics

Cited by 22 publications

References 47 publications

Impact of Modular Distance Learning on High School Students Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19 Pandemic

Impact of Modular Distance Learning on High School Students Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19 Pandemic

Attitude towards ICT: a statistical analysis of gender differences in Spanish higher education teachers

Family values, parent roles, and life challenges: Parent reflections on the factors shaping long‐term interest development for young children and their families participating in an early childhood engineering program

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