The relationship among mathematics achievement, affective variables and home background

Abstract

One thousand seven hundred and sixty six secondary school students in Hong Kong participated in the present study, in which the relationship among mathematics achievement, affective variables and home background was investigated. It was found that mathematics achievement was most closely related with self-concept, academic self-concept and attitudes towards mathematics. Self-and parental expectations were the most influential factors to these affective variables. It was also found that Hong Kong students spent, on the average, over 33% of homework time on mathematics homework. The time spend on homework, however, did not exhibit significant correlation with mathematics achievement.The National Council of Supervisors of Mathematics (1977) asserted that "learning to solve problems is the principal reason for studying mathematics" (p.2). However, the performance in problem solving is often influenced by affective variables. For instance, Keisler (1969) pointed out that the extent of incentives and motivation of the problem solver is an influential factor of individual differences in school problem solving performance. Davis (1973) suggested that attitudes may playa role in problem solving behaviour, and that confidence in one's ability to solve problems often enhances problem solving performance. Cronbach (1955) also noted that the lack of confidence would make an individual dismiss problems as insolvable before he or she made an adequate effort to solve them.A number of affective variables influencing the learning of mathematics were examined by Reyes (1984). These variables include selfconcept, mathematics anxiety, attribution, and perceived usefulness of mathematics.Wylie (1979) and West, Fish and Stevens (1980) argued a significant correlational relationship between general self-concept and achievement often exists. Over one thousand correlations between self and performance measures were reviewed in a meta-analysis (Hansford & Hattie, 1982) and, using various estimates of central tendency, a range in the mean relationship of .21 to .26 was established.

Homework Management Scale: Confirming the Factor Structure With Middle School Students in China

“…Given that some recent studies have tapped into domain-specific aspects of homework (e.g., effort and self-regulation; Hong, Peng, & Rowell, 2009;Trautwein, Ludtke, Schnyder, & Niggli, 2006), it would be beneficial to examine homework management in mathematics in the present study in that mathematics is an important achievement domain with typically high demands for homework. It has been shown that students often spend about one-fifth to two-fifths of their homework time on mathematics homework (Kitsantas, Cheema, & Ware, 2011;Pezdek, Berry, & Renno, 2002;Wong, 1992;Wong, Lam, Wong, Leung, & Mok, 2001). Thus, it would be highly important to evaluate psychometric properties of the HMS for mathematics so that educators may use the HMS to better monitor and support students' efforts in managing mathematics homework, and with certain aspects of homework management in particular (e.g., managing time and dealing with negative homework emotions).…”

Is Mathematics T.I.R.E.D? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom

“…Simon, 1967). Nowadays, non-cognitive predictors of performance (House, 1995) are seen as pertinent in studies of learning: beliefs, attitudes and emotions towards mathematics are an inextricable component of general mathematical performance (Reynolds & Walberg, 1992;Wong, 1992;Jones & Young, 1995;Ma, 1997;Hensel & Stephens, 1997) as well as particular mathematical skills (e.g. abstract mathematical thinking [Iben, 1991]; problem-solving [Kloosterman & Stage, 1992;McLeod, 1993]).…”

Affective characteristics and mathematics performance in Indonesia, Malaysia, and Thailand: what can PISA 2012 data tell us?

“…Hattie (2009) emphasised that self-efficacy, self-concept, motivation, engagement, and persistence were highly correlated with performance. Further, attitudes towards mathematics have often shown positive relationships in mathematics performance (Chow 2011;Kumar and Morris 2005;Wong 1993). Students who have shown positive attitudes towards mathematics have performed better in their mathematics performance (Chow 2011).…”