id: 06645053
dt: j
an: 2016f.00165
au: Burrus, Jeremy; Moore, Raeal
ti: The incremental validity of beliefs and attitudes for predicting
mathematics achievement.
so: Learn. Individ. Differ. 50, 246-251 (2016).
py: 2016
pu: Elsevier, Amsterdam
la: EN
cc: C20
ut: mathematics attitudes; theory of planned behavior; mathematics achievement;
mathematics grades; mathematics beliefs
ci:
li: doi:10.1016/j.lindif.2016.08.019
ab: Summary: STEM-related industries are a major driver of U.S. economic growth
and possessing mathematics skills is a central component of success in
STEM fields. Thus, it is important to identify predictors of
mathematics achievement in high school students. Some previous research
has shown that studentsâ€™ beliefs and attitudes are important
predictors of their mathematics grades and achievement. In the present
paper, we examined the ability of mathematics beliefs and attitudes to
predict ACT mathematics test scores by analyzing data from a
questionnaire designed using the Theory of Planned Behavior framework
given to high school juniors and seniors who had recently taken the
ACT. Results revealed that mathematics attitudes, subjective norms,
perceived control, and intentions were all significantly correlated
with mathematics course grades and ACT mathematics scores. Attitudes
also incrementally predicted ACT mathematics scores over several key
variables. The article concludes with a discussion of limitations and
future directions.
rv: