Attitudes and beliefs toward math in high grades elementary school students

Bušac, Mirjana. (2006). Attitudes and beliefs toward math in high grades elementary school students. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Vlahović-Štetić, Vesna].

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Abstract

In this study we examined attitudes and beliefs (that math abilities are inborn and that math is more male domain) toward math in high grades elementary school students. Data analysis was conducted for 221 students from seven and eight grades of elementary school. In this study Scale for measuring attitudes and beliefs toward math was used. Results show that participants have neutral attitudes toward math, that they mostly believe that math abilities are inborn and that they do not agree that math is more male domain. Results also show that students with higher math achievement, in comparison to students wih lower math achievement, have more positive attitudes toward math, that they more believe that math abilities are inborn and that they less believe that math is more male domain. There are no gender differences in attitudes toward math and belief that math abilities are inborn, but gender differences occur in the belief that math is more male domain were boys reported more agreement with this beliefe in comparison to girls. There were no significant interaction effects between achievement in math and gender on any variable.

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