How Do Student and Classroom Characteristics Affect Attitude toward Mathematics? A Multivariate Multilevel Analysis

Autor/inn/en	Kiwanuka, Henry Nsubuga; Van Damme, Jan; Van Den Noortgate, Wim; Anumendem, Dickson Nkafu; Vanlaar, Gudrun; Reynolds, Chandra; Namusisi, Speranza
Titel	How Do Student and Classroom Characteristics Affect Attitude toward Mathematics? A Multivariate Multilevel Analysis
Quelle	In: School Effectiveness and School Improvement, 28 (2017) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2016.1201123
Schlagwörter	Hierarchical Linear Modeling; Grade 7; Questionnaires; Foreign Countries; Mathematics Achievement; Mathematics Instruction; Correlation; Predictor Variables; Mathematics Anxiety; Student Attitudes; Adolescents; Secondary School Students; Likert Scales; Mathematics Tests; Factor Analysis; Pilot Projects; Self Esteem; Comparative Analysis; Attitude Measures; Uganda; Fennema Sherman Mathematics Attitudes Scales + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; Fragebogen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Korrelation; Prädiktor; Schülerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Likert-Skala; Faktorenanalyse; Pilot project; Modellversuch; Pilotprojekt; Self-esteem; Selbstaufmerksamkeit
Abstract	This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. The data were collected using, among other instruments, an attitude questionnaire. The results of the multivariate multilevel analysis showed that the variance of the 3 indicators was situated mostly at the student level, and that the indicators correlated strongly at the class level. Higher prior mathematics achievement and positive parental beliefs and attitudes were significant predictors of higher scores across the 3 indicators. Each of the baseline indicators was significantly associated with its corresponding final indicator. At the classroom level, classroom assessment was significantly associated with less endorsement of all 3 indicators, higher levels of classroom modeling with greater endorsement of perceived usefulness of mathematics, and classroom questioning with greater enjoyment of mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01