Temporal Relationship between Attitude toward Mathematics and Mathematics Achievement

Autor/inn/en	Kiwanuka, Henry Nsubuga; Van Damme, Jan; Van den Noortgate, Wim; Reynolds, Chandra
Titel	Temporal Relationship between Attitude toward Mathematics and Mathematics Achievement
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 6, S.1546-1570 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1832268
Schlagwörter	Secondary School Students; Grade 7; Mathematics Achievement; Student Attitudes; Gender Differences; Foreign Countries; Uganda + Suchen Sie Ihr Suchwort? Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Geschlechterkonflikt; Ausland
Abstract	This study examined the temporal relationship between attitude toward mathematics and mathematics achievement among first-year secondary (i.e. middle) school students (grade 7, about 14-15 years) with a focus on sex differences in Central Uganda. Random-intercept 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. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01