Abstract
AbstractA study involving 916 students spanning grades 5–8 was conducted to investigate indicators that may contribute to enjoyment and confidence in mathematics. For this group of middle school students, mathematics enjoyment, mathematics confidence, and attitudes toward school were found to generally decline across grade levels. Mathematics enjoyment and confidence were also found to differ significantly based upon student preferences for future careers. Gender differences as well as similarities regarding predictors of mathematics enjoyment and confidence were identified. Specifically, the best predictor for end of year mathematics enjoyment for males was beginning of year attitude toward school, while the most significant predictor of end of year enjoyment for females was beginning of year dispositions toward mathematics (semantic perception). A strong relationship between mathematics enjoyment and confidence overall was found, with indications that activities that increase mathematics enjoyment contribute to increased confidence, and also that activities that increase mathematics confidence contribute to increased enjoyment.
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