Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors

Abstract

This paper aims to understand how certain different but interrelated variables such as background, motivation, and social support could lead to an explanation of student attitudes towards math and to an understanding of the defining characteristics of these attitudes in the school environment. Participants consisted of 1719 Portuguese students, from fifth-to-twelfth grade. The study utilizes an adaptation of the “Intrinsic Motivation Inventory” assessing main determinants of intrinsic motivation. One section of the questionnaire—“In my Math Class”—also assesses student perceptions of teacher and peer support as well as student attitudes. The results revealed that, in general, students held positive attitudes towards mathematics and also highlighted the main effects of grade and math achievement on these attitudes. No gender effect was identified although the girls showed a continuous decline in attitudes the further they progressed in school. A hierarchical analysis using structural equation modeling showed that motivation-related variables are the main predictors of attitudes towards mathematics and that teachers and the social support of peers are also highly significant in understanding these attitudes.

The Influence of Attitudes towards Mathematics, and Metacognitive Awareness on Mathematics Achievements

“…According Eshun and Zan, Mata, Monteiro, & Peixoto (2012), negative attitudes associated with negative emotional disposition. The disposition of these emotions have an impact on student behavior consider the useful of mathematics, and do not enjoy math.…”

Students’ attitudes towards learning mathematics: Impact of teaching in a sporting context

“…Researchers (Attard, 2012;Grootenboer et al, 2008;Mata, Monteiro, & Peixoto, 2012) have identified important factors that contribute to students' attitudes towards learning mathematics. These include the students themselves, the school, the teachers' beliefs and attitudes (Beswick, 2006) and their teaching methods.…”

The Entry Mathematics Performance of the Bachelor of Science in Industrial Technology in Ilocos Sur Polytechnic State College

“…Attitudes are deeply related to motivation and social support. It is believed that developing strategies in educational contexts, to improve teacher support and student engagement could be of vital importance in improving not only attitudes but also mathematical performance among students throughout their schooling [4].…”

“…4. Students with higher and positive attitudes and beliefs towards mathematics performed better than students with lower attitudes and beliefs.…”