Noncognitive Constructs and Achievement: High School Students' Attitudes Predict Mathematics Performance in Large-Scale Assessment Data

• In Event: Assessing Noncognitive Skills Within Large-Scale Assessment Environments

Abstract

Noncognitive factors such as self-efficacy and attitudes often predict academic achievement. The current research uses the theory of planned behavior (TPB) to explain high school students’ performance in mathematics in large-scale assessment data. Results indicated that between 20% to 60% of the variability in academic outcomes (i.e., intentions to pursue mathematics, work ethic, and mathematics performance) were explained by attitude determinants (i.e., attitude, subjective norms, and perceived behavioral control) and student demographic characteristics. Results also showed positive relations of attitudes towards mathematics and self-efficacy on academic performance. Implications include: (1) the applicability of an attitude-behavior framework in educational research and (2) the importance of control and self-efficacy beliefs on predicting mathematics work ethic (e.g., paying attention in class, completing homework).

Authors

• Kalina Gjicali, New York University

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