Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms

Abstract

Positive attitude is thought to impact academic achievement and learning in children, but little is known about its underlying neurocognitive mechanisms. Using a large behavioral sample of 240 children, we found that positive attitude toward math uniquely predicted math achievement, even after we accounted for multiple other cognitive-affective factors. We then investigated the neural mechanisms underlying the link between positive attitude and academic achievement in two independent cohorts of children (discovery cohort: n = 47; replication cohort: n = 28) and tested competing hypotheses regarding the differential roles of affective-motivational and learning-memory systems. In both cohorts, we found that positive attitude was associated with increased engagement of the hippocampal learning-memory system. Structural equation modeling further revealed that, in both cohorts, increased hippocampal activity and more frequent use of efficient memory-based strategies mediated the relation between positive attitude and higher math achievement. Our study is the first to elucidate the neurocognitive mechanisms by which positive attitude influences learning and academic achievement.

Spotlight on math anxiety

“…In three studies in lower primary education, in grades 1 and 2, math anxiety had a stronger effect on mathematical reasoning and knowledge of concepts than on numerical operations and counting skills. 34 – 36 In contrast, in studies in upper elementary education, math anxiety was negatively related to achievement on tasks measuring different types of knowledge, conceptual knowledge, and where the application of mathematical operations were concerned. 31 Furthermore, different facets of math anxiety seem to contribute differently to math performance in primary education.…”

Elementary Students’ Views on the Gendering of Mathematics

“…A correlation (positive relationship) between achievement and various affective factors (e.g., enjoyment, interest, perceived usefulness of task, and self-confidence) has frequently been reported over time (e.g., Chen et al, 2018;McLeod, 1992;Thomson, Lokan, Lamb, & Ainley, 2003). Attitudes are more difficult to gauge than mathematical knowledge and understanding.…”

Improving school education in science, technology, engineering, and mathematics: practical methods and an international cooperation

“…The former are historically older, and much of the education research research literature of the last years focuses on the latter. But as very recent research (e.g., see [3]) shows, the concept of enjoyment may be even more important than previously thought.…”

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