Attitude and Achievement in Mathematics, Self-Beliefs and Family: a path-analysis

Abstract The present descriptive study intended to evaluate the influence of: (1) attitudes and expectancies of parents towards children's academic performance, both in general and specifically in mathematics; and (2) the role of personal resources, such as control beliefs and self-concept; on students’ performance and attitudes towards mathematics. The sample comprised 94 students from 3rd, 5th, and 7th grades, along with their parents, from a private school in Campinas (São Paulo, Brazil). Data were obtained through surveillance in classrooms, questionnaires, and scales, and were subjected to univariate, multivariate, and structural equation models (path-analysis). The results indicated that attitudes towards mathematics became more negative as students advanced in school years. Likewise, younger students achieved better performance. Girls had a generally more positive attitude towards mathematics, but worse self-perception about their achievements, even when achieving superior performance in comparison to boys. Statistically significant interactions with positive correlations were found between parents’ attitudes and expectancies towards their children's academic performance and these children's self-beliefs and attitudes towards mathematics. Students’ personal resources seem to act as moderating variables, since self-concept and control beliefs appear to have strong effects not only on attitude towards mathematics, but also on academic performance in this subject. This work also emphasizes the importance of the educational institution in the construction of positive attitudes throughout the school years, by promoting positive personal experiences related to mathematics, in addition to working collectively with families to increase students’ own sense of competence and self-confidence.

摘要 本描述性研究旨在评估两类因素的影响：（1）家长对子女学业表现（涵盖总体学业与数学单科）的态度与期望；（2）内控信念、自我概念等个人资源对学生学业表现及数学学习态度的作用。本研究样本取自巴西圣保罗州坎皮纳斯市一所私立学校，包含94名就读于三年级、五年级及七年级的学生及其家长。研究通过课堂观察、问卷及量表采集数据，并采用单变量、多变量分析及结构方程模型（Structural Equation Models，路径分析）进行处理。结果显示，随着学生年级升高，其对数学的学习态度愈发消极；同理，低年级学生的数学成绩更为优异。女生对数学的学习态度整体更为积极，但对自身学业表现的自我评价更低，即便其数学成绩优于男生。研究发现，家长对子女学业表现的态度与期望，与子女的自我信念及数学学习态度之间存在显著的正相关交互效应。学生的个人资源发挥着调节变量的作用：自我概念与内控信念不仅对数学学习态度存在显著影响，同时也对该学科的学业表现具有较强作用。本研究同时强调，教育机构除需与家庭协同合作，以提升学生的能力感与自信心之外，还应通过创设与数学相关的积极个人体验，助力学生在整个求学阶段建立积极的数学学习态度，这一点至关重要。