Temporal relationship between attitude toward mathematics and mathematics achievement

• Henry Nsubuga ka ^[1] ; Jan Van Damme ^[2] ; Wim Van den Noortgate ^[2] ; Chandra Reynolds ^[3]
  1. [1] Uganda Martyrs University

     Uganda Martyrs University

     Kampala Capital City, Uganda

     
  2. [2] KU Leuven

     KU Leuven

     Arrondissement Leuven, Bélgica

     
  3. [3] University of California System

     University of California System

     Estados Unidos

     

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• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 6, 2022, págs. 1546-1570
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.