Using Multiple Methods of Measuring Noncognitive Constructs: A Focus on High School Students' Mathematics Attitudes

• In Event: Poster Session 4
  In Poster Session: Assessing Cognitive Ability and Processes

Abstract

Assessing mathematics performance calls for more than just test performance—non-cognitive measures of attitudes, subjective norms, perceived control, intentions, and behaviors (using the theory of planned behavior (TPB) framework) may be considered as another layer to understanding and promoting mathematics achievement. The first part of the study (Study 1) is a psychometrics study that aims to validate a measure assessing students’ attitudes towards mathematics using situational judgement tests (SJTs). The second part of the study (Study 2) used the TPB framework to measure the variability in mathematics attitudes by using the PISA 2012 international assessment. Implications of this research includes (1) emphasis and assessment of non-cognitive factors on achievement and (2) interventions that could be developed to influence students’ attitudes.

Authors

• Kalina Gjicali, The Graduate Center, CUNY

• Anastasiya A. Lipnevich, Queens College and the Graduate Center of the City University of New York