The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context

Frontiers in Psychology

article

Limei Wang¹  Fuqiang Peng³  Naiqing Song¹ 

[1]School of Science, West Yunnan University

[2]School of Mathematics and Statistics, Southwest University

[3]School of Foreign Languages, West Yunnan University

[4]Centre for Collaborative Innovation of Assessment Toward Basic Education Quality, Southwest University

关键词: Attitude;    Subjective norms;    Perceived behavioral control;    Intentions;    behavioral engagement，mathematical performance;   

DOI  :  10.3389/fpsyg.2022.1037853

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Referring to the theory of planned behavior (TPB), this study intends to investigate the impact of students' mathematical attitude determinants (i.e., attitude, subjective norms, and perceived behavioral control) on intentions, behavioral engagement, and mathematical performance. The data collected online in a China’s context and the research hypotheses are developed and then tested through structural equation modelling. It is found that the attitude and subjective norms have effects, directly or indirectly, on intentions, behavioral engagement, and mathematical performance. In addition, the intentions have significant effect on behavioral engagement, and behavioral engagement does likewise on mathematical performance. It has also been accepted that perceived behavioral control is not directly related to intentions, but largely to behavior and indirectly to mathematical performance through behavior alone. In conclusion, this study’s findings will contribute to the current literature on mathematical performance, and will also inform the policymakers of the proposal on students’ mathematics belief and attitude interventions as a means to improving students’ mathematical performance.

【 授权许可】

CC BY