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Advisor(s)
Abstract(s)
This paper aims to understand how certain different but interrelated variables such as background, motivation, and social support
could lead to an explanation of student attitudes towards math and to an understanding of the defining characteristics of these
attitudes in the school environment. Participants consisted of 1719 Portuguese students, from fifth-to-twelfth grade. The study
utilizes an adaptation of the “Intrinsic Motivation Inventory” assessing main determinants of intrinsic motivation. One section of
the questionnaire—“InmyMath Class”—also assesses student perceptions of teacher and peer support as well as student attitudes.
The results revealed that, in general, students held positive attitudes towards mathematics and also highlighted the main effects of
grade and math achievement on these attitudes. No gender effect was identified although the girls showed a continuous decline in
attitudes the further they progressed in school. A hierarchical analysis using structural equation modeling showed that motivationrelated
variables are the main predictors of attitudes towards mathematics and that teachers and the social support of peers are
also highly significant in understanding these attitudes.
Description
Keywords
Citation
Child Development Research, 2012, 876028
Publisher
Hindawi Publishing Corporation