Reciprocal relationships between attitude toward mathematics and achievement in mathematics
Reciprocal relationships between attitude toward mathematics and achievement in mathematics
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DOI：
10.1080/00220671.1997.10544576
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发表时间：
1997-03-01
影响因子：
2.1
通讯作者：
Ma, X
中科院分区：
文献类型：
--
作者：
Ma, X
数学教育工作者对数学态度和数学成绩之间的相互关系的研究很少。在这项研究中，互惠关系是仿照LISREL，使用数据从多米尼加国家评估高中数学（N = 1,044）。三个数据集被用来检查一个假设的因果模型表现出相对较好的结果模型数据拟合。模型的主要发现包括：（1）各态度测量与数学成绩之间存在着相互关系。(b)直接影响数学成绩的是快乐感，而不是困难感。(c)困难感通过快乐感影响数学成绩。(d)对数学重要性的认知独立于其他态度测量，研究结果表明，数学态度和数学成绩之间的相互作用或互动性质可以大大改变它们之间的因果关系。单方面的关系可能高估了数学态度与数学成绩之间的因果关系。
Mathematics educators have done little to investigate the reciprocal relationship between attitude toward mathematics and achievement in mathematics. In this study, the reciprocal relationship was modeled after LISREL, using data from a Dominican national evaluation of high school mathematics (N = 1,044). Three data sets that were used to examine a hypothesized causal model demonstrated relatively good results on model-data-fit. Major findings from the model included: (a) A reciprocal relationship existed between every attitudinal measure and mathematics achievement. (b) The feeling of enjoyment, not the feeling of difficulty, directly affected mathematics achievement. (c) The feeling of difficulty functioned via the feeling of enjoyment to affect mathematics achievement. (d) The perception of mathematics as important was independent of other attitudinal measures, The findings suggest that the reciprocal or interactive nature between attitude toward mathematics and achievement in mathematics can substantially modify their casual relationship. A unilateral relationship is likely to overestimate the causal effect between attitude toward mathematics and achievement in mathematics.