The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context
Referring to the theory of planned behavior (TPB), this study intends to investigate the impact of students’ mathematical attitude determinants (i.e., attitude, subjective norms, and perceived behavioral control) on intentions, behavioral engagement, and mathematical performance. The data collected...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-11-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1037853/full |
| _version_ | 1811322895556673536 |
|---|---|
| author | Limei Wang Limei Wang Fuqiang Peng Naiqing Song Naiqing Song |
| author_facet | Limei Wang Limei Wang Fuqiang Peng Naiqing Song Naiqing Song |
| author_sort | Limei Wang |
| collection | DOAJ |
| description | Referring to the theory of planned behavior (TPB), this study intends to investigate the impact of students’ mathematical attitude determinants (i.e., attitude, subjective norms, and perceived behavioral control) on intentions, behavioral engagement, and mathematical performance. The data collected online in China’s context and the research hypotheses are developed and then tested through structural equation modeling. It is found that attitude and subjective norms have effects, directly or indirectly, on intentions, behavioral engagement, and mathematical performance. In addition, the intentions have a significant effect on behavioral engagement, and behavioral engagement does likewise on mathematical performance. It has also been accepted that perceived behavioral control is not directly related to intentions but largely to behavior and indirectly to mathematical performance through behavior alone. In conclusion, this study’s findings will contribute to the current literature on mathematical performance and will also inform the policymakers of the proposal on students’ mathematics belief and attitude interventions as a means to improving students’ mathematical performance. |
| first_indexed | 2024-04-13T13:44:20Z |
| format | Article |
| id | doaj.art-1e5ccd394080468bbec9c6958814ebcd |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T13:44:20Z |
| publishDate | 2022-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-1e5ccd394080468bbec9c6958814ebcd2022-12-22T02:44:32ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-11-011310.3389/fpsyg.2022.10378531037853The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s contextLimei Wang0Limei Wang1Fuqiang Peng2Naiqing Song3Naiqing Song4School of Science, West Yunnan University, Lincang, Yunnan, ChinaSchool of Mathematics and Statistics, Southwest University, Chongqing, ChinaSchool of Foreign Languages, West Yunnan University, Lincang, Yunnan, ChinaSchool of Science, West Yunnan University, Lincang, Yunnan, ChinaCentre for Collaborative Innovation of Assessment Toward Basic Education Quality, Southwest University, Chongqing, ChinaReferring to the theory of planned behavior (TPB), this study intends to investigate the impact of students’ mathematical attitude determinants (i.e., attitude, subjective norms, and perceived behavioral control) on intentions, behavioral engagement, and mathematical performance. The data collected online in China’s context and the research hypotheses are developed and then tested through structural equation modeling. It is found that attitude and subjective norms have effects, directly or indirectly, on intentions, behavioral engagement, and mathematical performance. In addition, the intentions have a significant effect on behavioral engagement, and behavioral engagement does likewise on mathematical performance. It has also been accepted that perceived behavioral control is not directly related to intentions but largely to behavior and indirectly to mathematical performance through behavior alone. In conclusion, this study’s findings will contribute to the current literature on mathematical performance and will also inform the policymakers of the proposal on students’ mathematics belief and attitude interventions as a means to improving students’ mathematical performance.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1037853/fullattitudesubjective normsperceived behavioral controlintentionsbehavioral engagementmathematical performance |
| spellingShingle | Limei Wang Limei Wang Fuqiang Peng Naiqing Song Naiqing Song The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context Frontiers in Psychology attitude subjective norms perceived behavioral control intentions behavioral engagement mathematical performance |
| title | The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context |
| title_full | The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context |
| title_fullStr | The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context |
| title_full_unstemmed | The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context |
| title_short | The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context |
| title_sort | impact of students mathematical attitudes on intentions behavioral engagement and mathematical performance in the china s context |
| topic | attitude subjective norms perceived behavioral control intentions behavioral engagement mathematical performance |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1037853/full |
| work_keys_str_mv | AT limeiwang theimpactofstudentsmathematicalattitudesonintentionsbehavioralengagementandmathematicalperformanceinthechinascontext AT limeiwang theimpactofstudentsmathematicalattitudesonintentionsbehavioralengagementandmathematicalperformanceinthechinascontext AT fuqiangpeng theimpactofstudentsmathematicalattitudesonintentionsbehavioralengagementandmathematicalperformanceinthechinascontext AT naiqingsong theimpactofstudentsmathematicalattitudesonintentionsbehavioralengagementandmathematicalperformanceinthechinascontext AT naiqingsong theimpactofstudentsmathematicalattitudesonintentionsbehavioralengagementandmathematicalperformanceinthechinascontext AT limeiwang impactofstudentsmathematicalattitudesonintentionsbehavioralengagementandmathematicalperformanceinthechinascontext AT limeiwang impactofstudentsmathematicalattitudesonintentionsbehavioralengagementandmathematicalperformanceinthechinascontext AT fuqiangpeng impactofstudentsmathematicalattitudesonintentionsbehavioralengagementandmathematicalperformanceinthechinascontext AT naiqingsong impactofstudentsmathematicalattitudesonintentionsbehavioralengagementandmathematicalperformanceinthechinascontext AT naiqingsong impactofstudentsmathematicalattitudesonintentionsbehavioralengagementandmathematicalperformanceinthechinascontext |