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Temporal relationship between attitude toward mathematics and mathematics achievement
Tijdschriftbijdrage - Tijdschriftartikel
This study examined the temporal relationship between attitude
toward mathematics and mathematics achievement among firstyear
secondary (i.e. middle) school students (grade 7, about 14–15
years) with a focus on sex differences in Central Uganda. Randomintercept
cross-lagged panel models, based on structural equation
modeling, were used to analyze data which were collected through
students’ questionnaires and mathematics tests at three measurement
points. The proportion of variance at the class and school level
was larger for the achievement measures than for the attitude measures.
At these two levels, also the correlation coefficients between
the two constructs were higher for boys than for girls. The study
found evidence in support of the reciprocal-effects model as the
best-fitting structural model within and across both sexes. Between
the first and second measurement points, there was evidence for the
self-enhancement model (attitude influencing achievement), while
between the second and third points, the skill-development model
(achievement influencing attitude) was supported.
Tijdschrift: International Journal of Mathematical Education in Science & Technology
ISSN: 0020-739X
Issue: 6
Volume: 53
Pagina's: 1 - 25
Jaar van publicatie:2022
Toegankelijkheid:Open