The Relationship between Students' Mathematics Learning Environment, Attitude and Achievement: A Mediation Model

Abstract

This study investigates the relationship between the perceived mathematics learning environment (MLE), mathematics learning attitude (MLA), and mathematics academic achievement (MAA) among students in grades 7 to 9. The adapted Mathematics Learning Environment Scale and Mathematics Learning Attitude Scale were used for investigation. The research findings indicate a significant positive impact of MLE and MLA on MAA. Additionally, MLA plays a mediating role in the impact of MLE on MAA. These findings can help educators improve mathematics academic achievement by creating a conducive learning environment and cultivating positive attitudes towards mathematics.