Mathematics Attitude Scale Research Articles

The relationship of mathematics self-efficacy expectations to the selection of science-based college majors

The major purpose of the present study was to investigate the relationship of mathematics self-efficacy expectations to the selection of science-based majors in college males and females. Based on results obtained from a pilot sample of college students, an instrument assessing mathematics self-efficacy expectations was developed. The items used in the mathematics self-efficacy scale included everyday math tasks, math problems, and math-based college courses. Subjects, 153 female and 109 male undergraduates, completed the mathematics self-efficacy scale, the Bem Sex Role Inventory, an adapted version of the Fennema-Sherman Mathematics Attitudes Scales, and a questionnaire concerning their college major choices. Results indicated that mathematics self-efficacy expectations were significantly related to the extent to which students selected science-based college majors, thus supporting the postulated role of cognitive mediational factors in educational and career choice behavior. In addition, the math-related self-efficacy expectations of college males were significantly stronger than were those of college females. Implications of the findings for the process of educational and career decision-making are discussed.

Girls Talk About Mathematics and Their Future: A Partial Replication

Grade 11 girls ( n = 63) who had previously been extensively tested in Grade 8 were interviewed and readministered the Fennema-Sherman Mathematics Attitudes Scales II. Girls who had enrolled in three years of the college preparatory math sequence were contrasted with those who had taken two years. The groups were equated on three cognitive measures as assessed in Grade 8. Results confirmed previous research in these ways: “fear of success” in math became less from Grade 8 to Grade 11; girls continuing in math had more positive attitudes toward math, came from more favored environments, were closer to parents and more influenced by them. Most girls planned to combine work, marriage and children, but plans were poorly articulated in relationship to each other; 29% would play dumb while 76% said other girls do. Results demonstrate developing sex-role strain.

Factors Predicting Girls' and Boys' Enrollment in College Preparatory Mathematics

Students ( n = 337) tested in the eighth grade were followed up in the eleventh grade to see what courses in the college preparatory math sequence they had elected. Discriminant analyses for girls and boys were performed on the test scores, predicting those electing one, two, three, or four years of college preparatory math. Scores included math achievement (SRA Math Concepts), vocabulary (Cognitive Abilities Test), spatial visualization (Differential Aptitude Test) and the Fennema-Sherman Mathematics Attitudes Scales II. For girls, the standardized weights of the discriminant function were highest for vocabulary, Confidence in Learning Mathematics, Attitude toward Success in Math, and Effectance Motivation in Mathematics. For boys, they were highest for Confidence in Learning Mathematics, vocabulary, perceived Attitude of Father toward One as a Learner of Mathematics, and Math Concepts. Consistent with results of a previous study, the Confidence in Learning Mathematics Scale emerged as a powerful discriminator of groups differing in mathematics enrollment behavior. Spatial visualization skill was a more important discriminator for females than for males.

Continuing in Mathematics: A Longitudinal Study of the Attitudes of High School Girls

The mathematics attitudes (determined by ratings on the Fennema-Sherman Mathematics Attitudes Scales) of ninth grade girls of similar intellect who subsequently took one to four years of college preparatory math were compared in 1975 and 1978 (n = 84). Math enrollment groups differed significantly on the following scales: Usefulness of Mathematics, Confidence in Learning Mathematics, Teacher (perceived attitude toward the student as a learner of mathematics), and Effectance Motivation in Mathematics as assessed both in Grades 9 and 12, and on the Math as a Male Domain Scale as assessed in Grade 12. From Grade 9 to 12, scores on the Attitude toward Success in Math Scale became significantly more positive.

Girls’ and Boys’ Enrollments in Theoretical Math Courses: A Longitudinal Study

Students ( n = 331) extensively tested in their first year of high school were followed up as seniors to see what courses in theoretical mathematics they had elected. Discriminant analyses for girls and boys were performed on the test scores, postdicting those who elected two, three or four years of theoretical math. Scores included math achievement (Test of Academic Progress), vocabulary (Quick Word Test), and the Fennema-Sherman Mathematics Attitudes Scales. For girls, the standardized weights of the discriminant function were highest for spatial visualization, vocabulary, perceived Usefulness of Mathematics, and Confidence in Learning Mathematics; for boys, Confidence in Learning Mathematics, math achievement, stereotyping Math as a Male Domain and Effectance Motivation in Mathematics were highest in discriminating those who had elected two, three, or four years of theoretical math.

A Construct Validation Study of the Fennema-Sherman Mathematics Attitudes Scales

The Fennema-Sherman Mathematics Attitudes Scales were administered to 1541 junior high school students. To investigate the construct validity of the scales, factor analyses were performed on the responses to the 108 items comprising the scales. Additional factor analyses of the scale scores were performed, and a comparison was made with results reported by Fennema and Sherman (1976). Analysis of the items led to the interpretation of eight factors. The results generally provided empirical evidence to support the theoretical structure of the Fennema-Sherman Mathematics Attitudes Scales.

Girls' and Boys' Enrollments in Theoretical Math Courses: A Longitudinal Study

Students (n = 331) extensively tested in their first year of high school were followed up as seniors to see what courses in theoretical mathematics they had elected. Discriminant analyses for girls and boys were performed on the test scores, postdicting those who elected two, three or four years of theoretical math. Scores included math achievement (Test of Academic Progress), vocabulary (Quick Word Test), and the Fennema-Sherman Mathematics Attitudes Scales. For girls, the standardized weights of the discriminant function were highest for spatial visualization, vocabulary, perceived Usefulness of Mathematics, and Confidence in Learning Mathematics; for boys, Confidence in Learning Mathematics, math achievement, stereotyping Math as a Male Domain and Effectance Motivation in Mathematics were highest in discriminating those who had elected two, three, or four years of theoretical math.

Development of a Likert-type Mathematics Attitude Scale Based on a Taxonomy of Objectives for Prospective Elementary School Teachers of Japan

Development of a Likert-type Mathematics Attitude Scale Based on a Taxonomy of Objectives for Prospective Elementary School Teachers of Japan

STUDENTS’ ATTITUDES TOWARD MATHEMATICS AND THEIR RELATIONSHIP TO LEARNING IN REQUIRED MATHEMATICS COURSES IN SELECTED POSTSECONDARY INSTITUTIONS

The purpose of the study was threefold: (1) to identify those attitudes toward mathematics that initially exist among college students in first‐level required mathematics courses at selected institutions; (2) to assess the relationship of those attitudes to subject variables such as age, sex, and institutional type; and (3) to study the effect of those attitudes on the learning of mathematics in the selected courses. Data were collected on 420 freshmen in a university, a technical institute, and a community college in the Midwest during the fall and winter of 1976. The data included responses to Dutton's Mathematics Attitude Scale, mathematics pretest and posttest scores, demographic information, and math subscores of the ACT. Analyses revealed that a majority of the subjects (58%) held attitudes toward mathematics that were significantly negative (p < .05); that patterns of endorsement of attitude statements differed according to institutional subgroups; and that sex differences in attitudes were signifi...

Predicting mathematics grades of high school girls and boys: A further study

Eighth grade scores for 140 females and 115 males for three cognitive tests (SRA Math Concepts, CAT Vocabulary, and Space Relations Test of the Differential Aptitude Tests) and the eight Fennema-Sherman Mathematics Attitudes Scales were used to predict mathematics grades 1–3 years later using multiple regression. Multiple correlation coefficients were significant (8 of 9). In addition to math achievement, significant relationships were confirmed for Spatial Visualization and Confidence in Learning Mathematics. Implications for Research, curriculum development, and teaching are discussed.

Mathematics Anxiety and Attitudes Toward Mathematics

Little is known about the nature and measures of mathematics anxiety or the characteristics of participants in math-anxiety treatment programs. This study reports, the relationship among measures of mathematics anxiety—the Mathematics Anxiety Rating Scale (MARS) and the Math Anxiety scale (MAS), and the Fennema-Sherman Mathematics Attitude scales and a measure of arithmetic performance for 124 female adult participants in a math-anxiety treatment program. The correlational results indicated that the MARS and the MAS measure similar but not identical components of the mathematics-anxiety domain, and that the mathematics-anxiety scales and the Fennema-Sherman scales of Confidence and Effectance Motivation measure similar affective dimensions and were approximately equal predictors of arithmetic performance. A description of participants' attitudes toward mathematics is provided with implications for treatment of mathematics anxiety.

Ability Grouping, Mathematics Achievement, and Pupil Attitudes toward Mathematics

Relationships between mathematics attitude and mathematics ability were investigated using six scale scores from Sandman's Mathematics Attitude Inventory and four mathematics scores from the California Test of Basic Skills. The instruments were administered to 714 seventh-grade mathematics students in classes grouped by ability level. Results showed significant differences in mathematics attitude and mathematics ability among the class levels and the teacher-determined ability groups. The mathematics-attitude scales for self-concept and anxiety proved to be the best correlates of mathematics achievement. Attitude data suggest that pupils placed in average-ability groups have self-concept and anxiety difficulties equal to or greater than pupils in low-ability groups.

The Study of Mathematics By High School Girls and Boys: Related Variables

Reported is a study comparing females and males enrolled in high school mathematics classes on their intent to enroll in additional mathematics classes, and affective variables related to this intent. Significantly more males than females, especially from the lower half of the achievement distribution, intended to continue to study mathematics. Controlling for cognitive differences 10th and 11th grade students differing in intent to take mathematics (n = 716) , responded differently to nearly all of the Fennema-Sherman Mathematics Attitudes Scales. When girls and boys were “equated” for cognitive variables and intent to study mathematics, few sex-related differences in attitudes toward mathematics were found.

Sex-Related Differences in Mathematics Achievement, Spatial Visualization and Affective Factors

This study investigated (a) mathematics achievement (Test of Academic Progress) of 589 female and 644 male, predominantly white, 9th-12th grade students enrolled in mathematics courses from four schools, controlling for mathematics background and general ability (Quick Word Test); (b) relationships to mathematics achievement, and to sex-related differences in mathematics achievement, of spatial visualization (Differential Aptitude Test), eight attitudes measured by the Fennema-Sherman Mathematics Attitudes Scales, a measure of Mathematics Activities outside of school, and number of Mathematics Related Courses and Space Related Courses taken. Complex results were obtained. Few sex-related cognitive differences but many attitudinal differences were found. Analyses of variance, covariance, correlation, and principal components analysis techniques were used. The results showed important relationships between socio-cultural factors and sex-related cognitive differences.

The Study of Mathematics by High School Girls and Boys: Related Variables

Reported is a study comparing females and males enrolled in high school mathematics classes on their intent to enroll in additional mathematics classes, and affective variables related to this intent. Significantly more males than females, especially from the lower half of the achievement distribution, intended to continue to study mathematics. Controlling for cognitive differences 10th and 11th grade students differing in intent to take mathematics (n = 716), responded differently to nearly all of the Fennema-Sherman Mathematics Attitudes Scales. When girls and boys were “equated” for cognitive variables and intent to study mathematics, few sex-related differences in attitudes toward mathematics were found.

Fennema-Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes toward the Learning of Mathematics by Females and Males

Fennema-Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes toward the Learning of Mathematics by Females and Males

Brief Reports: Fennema-Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes Toward the Learning of Mathematics by Females and Males

The importance of affective factors in partially explaining individual differences in the learning of mathematics is well recognized.

Measuring Attitudes toward Arithmetic

Previous articleNext article No AccessMeasuring Attitudes toward ArithmeticWilbur H. DuttonWilbur H. Dutton Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 55, Number 1Sep., 1954 Article DOIhttps://doi.org/10.1086/458640 Views: 7Total views on this site Citations: 19Citations are reported from Crossref Copyright 1954 The University of ChicagoPDF download Crossref reports the following articles citing this article:Yershat Sapazhanov, Alibek Orynbassar, Shirali Kadyrov, Anvarjon Ahmedov, Bakhyt Sydykhov Kazakh and Russian Translation of FSMAS-SF Instrument, Journal of Physics: Conference Series 1988, no.11 (Jul 2021): 012046.https://doi.org/10.1088/1742-6596/1988/1/012046I Gusti Ngurah Darmawan The changes in attitudes of 15-year-old Australian students towards reading, mathematics and science and their impact on student performance, Australian Journal of Education 64, no.33 (Aug 2020): 304–327.https://doi.org/10.1177/0004944120947873Mesut TABUK Matematiğe İlişkin Tutum Envanterinin Kısa Formunun Türkçeye Uyarlama Çalışması, Mersin Üniversitesi Eğitim Fakültesi Dergisi (Apr 2018): 84–95.https://doi.org/10.17860/mersinefd.293343Juliana Utley Construction and Validity of Geometry Attitude Scales, School Science and Mathematics 107, no.33 (Mar 2007): 89–93.https://doi.org/10.1111/j.1949-8594.2007.tb17774.xScott L. Walker Development and Validation of the Test of Geography-Related Attitudes (ToGRA), Journal of Geography 105, no.44 (Jul 2006): 175–181.https://doi.org/10.1080/00221340608978683Gail Fendrich-Salowey, Mary Buchanan, Clifford J. Drew Mathematics, Quantitative and Attitudinal Measures for Elementary School Boys and Girls, Psychological Reports 51, no.11 (Sep 2016): 155–162.https://doi.org/10.2466/pr0.1982.51.1.155Floyd Vest, B. G. Nunley, M. V. Garner The Effects of Large Class Procedures on Achievement And Attitude in a Mathematics Course For Prospective Elementary Teachers, School Science and Mathematics 81, no.77 (Nov 1981): 607–612.https://doi.org/10.1111/j.1949-8594.1981.tb10035.xWendy J. Broadbooks, Patricia B. Elmore, Katherine Pedersen, Dorothy R. Bleyer A Construct Validation Study of the Fennema-Sherman Mathematics Attitudes Scales, Educational and Psychological Measurement 41, no.22 (Jul 2016): 551–557.https://doi.org/10.1177/001316448104100238Dorothy R. Bleyer STUDENTS’ ATTITUDES TOWARD MATHEMATICS AND THEIR RELATIONSHIP TO LEARNING IN REQUIRED MATHEMATICS COURSES IN SELECTED POSTSECONDARY INSTITUTIONS, Community Junior College Research Quarterly 4, no.44 (Jul 2006): 331–347.https://doi.org/10.1080/0361697800040403Linda A. Michaels, Robert A. Forsyth Construction and Validation of an Instrument Measuring Certain Attitudes toward Mathematics, Educational and Psychological Measurement 37, no.44 (Dec 1977): 1043–1049.https://doi.org/10.1177/001316447703700429Ralph D. Norman Sex Differences in Attitudes toward Arithmetic-Mathematics from Early Elementary School to College Levels, The Journal of Psychology 97, no.22 (Jul 2010): 247–256.https://doi.org/10.1080/00223980.1977.9923970Richard Hunkler The Relationship Between a Sixth-Grade Student's Ability to Predict Success in Solving Computational and Statement Problems and His Mathematics Achievement and Attitude, School Science and Mathematics 77, no.66 (Oct 1977): 461–468.https://doi.org/10.1111/j.1949-8594.1977.tb09365.xBonnie H. Litwiller Enrichment: A Method of Changing the Attitudes of Prospective Elementary Teachers Toward Mathematics, School Science and Mathematics 70, no.44 (Apr 1970): 345–350.https://doi.org/10.1111/j.1949-8594.1970.tb08636.xLewis H. Coon Attitude: A Rating Scale for Calculus, The Journal of Educational Research 63, no.44 (Jan 2015): 173–177.https://doi.org/10.1080/00220671.1969.10883972Ralph G. Anttonen A Longitudinal Study in Mathematics Attitude, The Journal of Educational Research 62, no.1010 (Jan 2015): 467–471.https://doi.org/10.1080/00220671.1969.10883904 Wilbur H. Dutton , and Martha Perkins Blum The Measurement of Attitudes toward Arithmetic with a Likert-Type Test, The Elementary School Journal 68, no.55 (Oct 2015): 259–264.https://doi.org/10.1086/460443Irving Zweibelson, Francis J. Lodato Relationship of pupil anxiety and attitude to arithmetic readiness and achievement, Psychology in the Schools 2, no.22 (Apr 1965): 140–142.https://doi.org/10.1002/1520-6807(196504)2:2&lt;140::AID-PITS2310020211&gt;3.0.CO;2-5E Glenadine Gibb, H. Van Engen Chapter II: Mathematics in the Elementary Grades, Review of Educational Research 27, no.44 (Jun 2016): 329–342.https://doi.org/10.3102/00346543027004329Bruce E. Meserve, John A. Schumaker Chapter VI: College Mathematics and Teacher Education, Review of Educational Research 27, no.44 (Jun 2016): 375–390.https://doi.org/10.3102/00346543027004375