Evidence for the Attitude-Achievement Paradox in Mathematics Using Representative Educational Assessment Data of U.S. Adolescents

• In Event: Marriott Roundtable Session 2
  In Roundtable Session: Comparative Studies in Mathematics Education

Abstract

Using the U.S. PISA 2012, large-scale dataset (N = 4,978) we explored the attitude-achievement relation as moderated by the intersectionality of student gender and race/ethnicity. Results indicated measurement invariance of attitudinal constructs across groups but no support for structural invariance for the relations between attitude-behavior-performance. This supports the prevalence of the attitude-achievement paradox. While predominantly racial/ethnic minority groups had more positive attitudes towards mathematics than White males, their mathematics achievement lagged behind the national average. Several paradoxical discrepancies were found implying that the attitude-achievement relation cannot be generalized across groups. Explanations for these observed relations are explained through a social-cognitive and sociocultural lens. Overall implications of the results of the study are relevant to mathematics instruction and psychological interventions.

Authors

• Kalina Gjicali, New York University

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