How do student and classroom characteristics affect attitude toward mathematics? A multivariate multilevel analysis
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Date
2016Author
Kiwanuka, Nsubuga Henry
Damme, Van Jan
Noortgate, Van Den Wim
Anumendem, kafu Dickson N
Vanlaar, Gudrun
Reynolds, Chandra
Namusisi, Speranza
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Show full item recordAbstract
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.