The purpose of the present study was to provide a deeper understanding of multidimensional aspects of attitudes and social norms in educational contexts. Specifically, the current investigation aimed to (1) examine reliability and validity of factorial structure of math attitudes (Affective, Behavioral, and Cognitive factors) and perceived math social norms (Parent, Peer, and Teacher factors) and (2) test whether measurement of all factors would be invariant across national groups. Three nationally representative sample data (USA, Hong Kong, and Singapore; N = 15,019) were obtained from the 2012 Programme of International Student Assessment (PISA) database. High values in Cronbach’s Alpha, Composite Reliability scores, and factor loadings indicated strong internal consistency and convergent validity of all factors. Estimated correlations among latent factors were ranged from small to moderate in value (rs = .21 - .51, ps < .001) and each square root of average variance extracted turned out to be greater than all bivariate correlations (.71 - .85), which supported clear discriminant validity. Furthermore, the results of Multigroup Confirmatory Factor Analysis (MGCFA) yielded that measurement of the six factors was equivalent across national groups at the level of strong (scalar) factorial invariance. Implications for math education and future research are discussed.

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This research examines psychometric properties of the 10-item Perceived Academic Social Influence Scale (PASIS) across gender groups with samples from Finland and Taiwan (Total N = 4727, 50.2% female adolescents). Results of composite scores, factor loadings, item-total correlations, and values of square root of Average Variance Extracted (AVE) confirmed strong reliability and validity of the scale. A Multi-Group Confirmatory Factor Analysis (MGCFA) revealed that measurement was equivalent at the level of scalar invariance across gender groups. Among three subcomponents of PASIS, latent mean score of teacher factor turned out to be higher than peer and parent factors regarding math achievement for female and male adolescents from both countries. Findings indicate that the PASIS is a reliable and valid measure to assess the perceptions of academic social influence for math learning, which can be utilized in different cultural contexts.

Although the Attitudes toward Mathematics Inventory (ATMI; four-factor model with 40 items) has been well-established as a viable tool to test the multidimensionality of math attitudes, studies have pointed out that the ATMI is lengthy, and analyses have typically been conducted on individual samples from either western or non-western cultural contexts. To address these concerns, the present study aimed to evaluate a shorter version of math attitude scales (three-factor model with 11 items) using data from three nationally representative samples (USA, Hong Kong, and Singapore). The primary goal of the current investigation was to establish reliability and validity of the factor structure of Affective-Behavioral-Cognitive math attitudes. Alpha coefficients (.74 -.91), factor loadings (.49 -.90), and inter-item correlation matrices supported strong reliability and clear convergent and discriminant validity of all three subscales of math attitudes. Findings were consistent with the well-documented theoretical model of ABC math attitudes (Eagly & Chaiken, 1998Walker, 2018;Zan & Di Martino, 2007, 2014 as well as the classical tripartite model of attitudes from social psychology (Breckler, 1984;Rosenberg & Hovland, 1960). Implications of the ABC model of math attitudes on math education, limitations of the present study, and future research are discussed.