Mathematics Attitudes and Mathematics Outcomes of U.S. and Belarusian Middle School Students

Autor/inn/en	Lipnevich, Anastasiya A.; MacCann, Carolyn; Krumm, Stefan; Burrus, Jeremy; Roberts, Richard D.
Titel	Mathematics Attitudes and Mathematics Outcomes of U.S. and Belarusian Middle School Students
Quelle	In: Journal of Educational Psychology, 103 (2011) 1, S.105-118 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0021949
Schlagwörter	Middle School Students; Student Attitudes; Grades (Scholastic); Scoring; Factor Analysis; Foreign Countries; Mathematics; Multivariate Analysis; Behavior Theories; Mathematics Achievement; Scores; Intervention; Research Needs; Cross Cultural Studies; Longitudinal Studies; Mathematics Tests; Belarus; United States + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Notenspiegel; Bewertung; Faktorenanalyse; Ausland; Mathematik; Multivariate Analyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Forschungsbedarf; Cultural comparison; Kulturvergleich; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; USA
Abstract	Two multivariate studies examined the applicability of the theory of planned behavior in gauging students' attitudes toward mathematics, as well as the predictive power of mathematics attitudes in explaining students' grades in mathematics. Middle-school students from the United States (N = 382) and Belarus (N = 339) participated. Confirmatory factor analysis supported the viability of the theory for both samples. The analyses revealed that between 25% and 32% of the variance in mathematics grades could be explained by the theory of planned behavior components. In fact, 17% of the variation in test grades could be explained by the theory of planned behavior over and above the effects of mathematics ability test scores. Mean score differences between countries were small (ds = 0.15 to 0.27), with Belarusian students scoring more highly on attitudes and control but less highly on subjective norms and intentions. The article concludes with discussion of potential interventions and the need to expand results to different age groups and achievement domains, as well as the need for longitudinal and cross-cultural research. (Contains 2 footnotes, 5 tables, and 4 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10