Replication Data for: The attitudes towards mathematics: analysis in a multicultural context

Students often exhibit negative attitudes towards mathematics, manifested through rejection, denial, frustration, and avoidance, among others. These attitudes can have a negative influence on academic performance. This work aims to analyze the relationship between attitudes towards mathematics and gender, cultural background, academic year, and academic performance. An Ex Post Facto causal-comparative study was used, with a cross-sectional design, involving the participation of 1101 students of first and second year of Secondary Education. The Attitudes Towards Mathematics in Intercultural Classrooms-Revised (AMAI-R) questionnaire, consisting of 4 components (Affective, Anxiety Control, Behavioral or Study Habits, and Cognitive), was used. The results indicate that there are no differences concerning the gender variable, although women show more anxiety and more negative affective reactions. About grade, second-year students show worse attitudes towards mathematics than firs-year students. Regarding the cultural group, differences are observed according to the ethnic group to which they belong. In addition, students who fail mathematics or repeat grades exhibit worse attitudes. Therefore, the contribution of this research is the possibility that teachers can use a valid, reliable, and easy-to-apply questionnaire in the classroom at the beginning of the course to find out the students' attitudes, detect negative ones, and counteract their influence on the teaching-learning process, or implement intervention programs for students to modify them and reduce gender gaps in the STEM field.

学生往往对数学持有消极态度，具体表现为排斥、否定、沮丧以及逃避等情形。此类态度会对学业表现产生负面影响。本研究旨在探析数学学习态度与性别、文化背景、就读学年以及学业表现之间的关联。本研究采用事后回溯因果比较研究范式，结合横断研究设计，共纳入1101名中等教育一二年级学生作为研究对象。本研究使用《跨文化课堂数学学习态度量表（修订版）》（Attitudes Towards Mathematics in Intercultural Classrooms-Revised，AMAI-R），该量表包含四个维度：情感维度、焦虑控制维度、行为/学习习惯维度以及认知维度。研究结果显示，性别变量整体上不存在显著差异，但女生表现出更高水平的数学焦虑与更消极的情感反应。就就读年级而言，二年级学生的数学学习态度显著差于一年级学生。就文化群体而言，不同族裔归属的学生其数学学习态度存在显著差异。此外，数学不及格或留级的学生，其数学学习态度更为消极。综上，本研究的价值在于：教师可在课程伊始于课堂中使用一份信效度良好且易于施测的量表，以此了解学生的数学学习态度，识别消极态度，抵消其对教学-学习过程的负面影响；或针对学生开展干预项目以修正其消极态度，进而缩小STEM领域的性别差距。