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Temporal relationship between attitude toward mathematics and mathematics achievement

Journal Contribution - Journal Article

This study examined the temporal relationship between attitudetoward mathematics and mathematics achievement among firstyearsecondary (i.e. middle) school students (grade 7, about 14–15years) with a focus on sex differences in Central Uganda. Randominterceptcross-lagged panel models, based on structural equationmodeling, were used to analyze data which were collected throughstudents’ questionnaires and mathematics tests at three measurementpoints. The proportion of variance at the class and school levelwas larger for the achievement measures than for the attitude measures.At these two levels, also the correlation coefficients betweenthe two constructs were higher for boys than for girls. The studyfound evidence in support of the reciprocal-effects model as thebest-fitting structural model within and across both sexes. Betweenthe first and second measurement points, there was evidence for theself-enhancement model (attitude influencing achievement), whilebetween the second and third points, the skill-development model(achievement influencing attitude) was supported.
Journal: International Journal of Mathematical Education in Science & Technology
ISSN: 0020-739X
Issue: 6
Volume: 53
Pages: 1 - 25
Number of pages: 25
Publication year:2020
Accessibility:Open