A Snapshot of Math Attitudes and Math Achievement

• In Event: Quantitative and Mixed-Method Studies in Mathematics Education

Abstract

Math attitudes has long been studied as they are assumed to affect math achievement. However, the existing research has failed to consistently find a strong relation between math attitudes and math achievement. Moreover, research on the relationship is overly linear and unclear due to a lack of guiding theoretical framework. This review adopts control-value theory and unpacks the unique connection between each individual component of math attitudes and math achievement. In general, anxiety and gender role beliefs are negatively correlated with math performance (r = -.27 to -.48; -.36) while enjoyment, self-concept, confidence, perceived value, and time on task are positively related to achievement (r =.27 to .68; .21 to .76; .34 to .42; .11 to.30; .21 to .34, respectively).

Authors

• Run Wen, McGill University

• Adam Kenneth Dubé, McGill University