A Causal Analysis of Attitude toward Mathematics

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  • 1 American College Testing Program, Iowa City, Iowa
  • 2 Oregon State System of Higher Education
  • 3 Oregon State University

A model was hypothesized in which teacher quality, social-psychological classroom climate, and management-organization classroom climate were assumed to affect a class's attitude toward mathematics and, to a lesser extent, its motivation. Path analyses of data from 28 fourth-grade, 34 seventh-grade, and 38 ninth-grade classes were employed to test the validity of the model. Support was moderately positive at Grade 4 and improved substantially at Grades 7 and 9.

Journal for Research in Mathematics Education


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