Abstract
Based on a multidimensional definition of attitude, this study tested a second-order factor model of attitude toward mathematics using data from 1960 7th-grade students. This study found that students’ attitudes toward mathematics are identified with cognitive, affective, and behavioral factors. This study confirmed three hypotheses: the cognitive component of attitude toward mathematics is explained by students’ confidence in learning mathematics and their beliefs about the usefulness and importance of mathematics; the affective component of attitude toward mathematics is explained by their liking of mathematics and mathematics anxiety; and the behavioral component of attitude toward mathematics is explained by learner behaviors toward mathematics and the time they spent on mathematics at home. Moreover, the final model obtained through factor analysis revealed strong relationships between the three components of attitude and attitude toward mathematics.
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