The ABCs of Math Attitudes: Reliability and Validity of the Three Factor Model

Abstract

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.

The confluence of attitudes towards mathematics and pedagogical practice: evaluating the use of mathematical manipulatives

“…Researchers acknowledge that attitudes towards mathematics is a multi-dimensional construct (Quane et al, 2021;Quane, 2021Quane, , 2022. The naming of these dimensions often differs between models or frameworks, but the consensus is that attitudes towards mathematics contain the core elements of affective, behaviour, and cognitive dimensions (DeBelis & Goldin, 2006;Grootenboer & Marshman, 2016;McLeod, 1992;Quane et al, 2023;Walker et al, 2020;). One model that incorporates affective, behavioural and cognitive factors is the Affective-Behavioural-Cognitive or ABC model of attitudes towards mathematics.…”

“…A second model is the Three-dimensional Model of Attitude (TMA) developed by Zan and Di Martino (2007) who developed TMA out of necessity to address "the lack of theoretical clarity that characterizes research on attitude and the inadequacy of most instruments" (p. 157). According to Walker et al (2020), a multi-dimensional model has the potential to provide greater insight into individuals' attitudes towards mathematics as "opposed to a single-factor (unidimensional model)" (p. 12).…”