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. 105-118Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0021949
Schlagwörter	Einstellung (Psy); Verhalten; Middle School; Schüler; Interkulturelle Differenz; Mathematik; Mathematikunterricht; Leistung; USA
Abstract	Examined the applicability of the theory of planned behavior in predicting mathematics performance, as well as the predictive power of mathematics attitudes in a cross-cultural study. 382 middle school students (mean age 13 years) from the United States and 339 from Belarus (mean age 13 years) participated. Measures included the Mathematics Attitude Questionnaire (MAQ), a math skills test, student-reported grades, and parent-reported grades. Results obtained via confirmatory factor analysis supported the viability of the theory for both samples. 25% to 32% of the variance of mathematics grades could be explained by the theory of planned behavior components. 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. In conclusion, the authors discuss intervention and training implications and the need for longitudinal and cross-cultural research. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2013/4