Between- and within-school Variation in the Mathematics Performance of 15-year-olds

In education, computers and calculators historically have been associated with mathematics and the sciences, and are frequently incorporated into these areas of the curriculum. This may have serious implications for females because of the long history of reported sex differences in achievement and attitudes in mathematics and related disciplines. This study of sixty high school students examines the relationship between mathematics performance and students' attitudes toward technology (computers and calculators), and whether the relationship is similar for males and females. A practice form of the General Educational Development (GED) test was used to measure mathematics performance. Students' attitudes toward computers were assessed by the Computer Attitude Scale, and attitudes toward calculators were assessed by a 4-item measure developed by the authors. In general, students with more positive attitudes toward computers and calculators were found to perform better than students with more negative attitudes.

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Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety

Learning and Individual Differences ◽

10.1016/j.lindif.2017.03.009 ◽

2017 ◽

Vol 55 ◽

pp. 97-107 ◽

Cited By ~ 14

Author(s):

Sofie Henschel ◽

Thorsten Roick

Keyword(s):

Math Anxiety ◽

Mathematics Performance ◽

Performance Control

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Anxiety and Mathematics Performance in Female Secondary School Students in Singapore

Singapore Journal of Education ◽

10.1080/02188798708547621 ◽

1987 ◽

Vol 8 (2) ◽

pp. 22-31 ◽

Cited By ~ 1

Author(s):

Foong Pui Yee

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Mathematics Performance ◽

School Students ◽

And Mathematics

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The Association Between Objectively Measured Physical Activity and Academic Achievement in Dutch Adolescents: Findings From the GOALS Study

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2014-0014 ◽

2014 ◽

Vol 36 (5) ◽

pp. 460-473 ◽

Cited By ~ 27

Author(s):

Martin L. Van Dijk ◽

Renate H.M. De Groot ◽

Hans H.C.M. Savelberg ◽

Frederik Van Acker ◽

Paul A. Kirschner

Keyword(s):

Physical Activity ◽

Academic Achievement ◽

Executive Functioning ◽

Vigorous Physical Activity ◽

Mathematics Performance ◽

Negatively Associated ◽

Physical Activity Volume ◽

And Mathematics ◽

Objectively Measured ◽

Objectively Measured Physical Activity

The main goal of this study was to investigate the association between objectively measured physical activity and academic achievement in adolescents. Students in Grades 7 and 9 (N = 255) were included. Overall, we found no significant dose–response association between physical activity and academic achievement. However, in Grade 7 total physical activity volume (Total PA) was negatively associated with academic achievement, while moderate-to-vigorous physical activity (MVPA) was negatively associated with both academic achievement and mathematics performance. In contrast, in Grade 9 both Total PA and MVPA were positively associated with mathematics performance. In addition, the overall association between MVPA and academic achievement followed an inverted U-shaped curve. Finally, Total PA was positively associated with executive functioning, while executive functioning in turn mediated the associations between Total PA and both academic achievement and mathematics performance. These results indicate that the association between physical activity and academic achievement in adolescents is complex and might be affected by academic year, physical activity volume and intensity, and school grade.

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Differential genetic etiology of reading disability as a function of mathematics performance

Reading and Writing ◽

10.1007/bf00395110 ◽

1996 ◽

Vol 8 (4) ◽

pp. 295-306 ◽

Cited By ~ 1

Author(s):

S. D. Casto ◽

B. F. Pennington ◽

J. G. Light ◽

J. C. DeFries

Keyword(s):

Reading Disability ◽

Mathematics Performance ◽

Genetic Etiology

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The Roles of Initial Mathematics, Reading, and Cognitive Skills in Subsequent Mathematics Performance: A Meta-Analytic Structural Equation Modeling Approach

Review of Educational Research ◽

10.3102/00346543211054576 ◽

2021 ◽

pp. 003465432110545

Author(s):

Xin Lin ◽

Sarah R. Powell

Keyword(s):

Working Memory ◽

Structural Equation Modeling ◽

Cognitive Skills ◽

Structural Equation ◽

Meta Analysis ◽

Time Lag ◽

Mathematics Performance ◽

Equation Modeling ◽

Word Problem Solving ◽

Significant Moderator

In the present meta-analysis, we systematically investigated the relative contributions of students’ initial mathematics, reading, and cognitive skills on subsequent mathematics performance measured at least 3 months later. With one-stage meta-analytic structural equation modeling, we conducted analyses based on 580,437 students from 265 independent samples and 250 studies. Findings suggested fluency in both mathematics and reading, as well as working memory, yielded greater impacts on subsequent mathematics performance. Age emerged as a significant moderator in the model, such that the effects of comprehensive mathematics and working memory on subsequent mathematics increased with age, whereas attention and self-regulation’s impacts declined with age. Time lag between assessments also emerged as a significant moderator, such that the effects of word-problem solving and word recognition accuracy decreased as the time lag increased, whereas vocabulary, attention, and self-regulation’s effects increased as the time lag increased.

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PRIOR MATHEMATICS PERFORMANCE, STATISTICS ANXIETY, SELF-EFFICACY AND EXPECTATIONS FOR PERFORMANCE IN STATISTICS: A SURVEY OF SOCIAL SCIENCES STUDENTS IN A CARIBBEAN INSTITUTION OF HIGHER EDUCATION

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v20i1.98 ◽

2021 ◽

Vol 20 (1) ◽

pp. 4

Author(s):

TALIA RANDA ESNARD ◽

FAREENA MARYAM ALLADIN ◽

KEISHA CHANDRA SAMLAL

Keyword(s):

Social Sciences ◽

Self Efficacy ◽

Academic Discipline ◽

Relative Effect ◽

Mathematics Performance ◽

First Year ◽

Statistics Anxiety ◽

Negative Effect ◽

Performance Statistics ◽

First Year University

The objectives of this study were to examine (i) the expectation for performance (EFP) in statistics of first year university students, (ii) the relative effect of previous mathematics performance (PMP), perceived statistical self-efficacy (SSE), and statistics anxiety (SA) for understanding these expectations, and (iii) whether students’ EFP scores differ based on sex and academic discipline. Findings point to average to high EFP in statistics, with no differences in these levels based on sex or academic discipline. PMP had little effect on students’ EFP, but, moderate effects on their levels of SA. While SSE positively affected both students’ SA, this measure produced a negative effect on their EFP in statistics. Both SSE and SA negatively affected students’ EFP in statistics, but with minimally higher levels for the latter.

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