Determining the Causal Ordering between Attitude toward Mathematics and Achievement in Mathematics

By Xin Ma, Jiangmin Xu. American Journal of Education, 2004

176 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/761ccf539b81a4b53c6ce5f378cffbc980a1bd5c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Herbert W. Marsh
2. Andrew J. Martin
3. Jasmine Green
4. Genevieve F. Nelson
5. Stephen Gorard
6. B. See
7. Panayiotis Stavrinides
8. Markku S. Hannula

In Experimental and Cognitive Psychology

1. Andrew J. Martin
2. Herbert W. Marsh
3. Jasmine Green
4. Genevieve F. Nelson
5. Carlton J. Fong
6. Stephen Gorard
7. Panayiotis Stavrinides
8. Markku S. Hannula

Citations in the corpus

• Psychosocial Factors and Community College Student Success (2017, background): “Anxiety has been investigated for its unmotivating, debilitating effects on achievement (Ashcraft & Moore, 2009; Ma & Xu, 2004).”
• Is Victor Better than Victoria at Maths? (2007, methodology): “In contrast, others (see Ma & Xu, 2004) maintain that the opposite is true: that is, poor achievement in mathematics results in negative attitudes towards this subject, but not vice versa.”
• Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “More specifically, there has been a lack of studies that use a longitudinal design (see Ma and Xu 2004).”
• The causal ordering of self-concept and academic motivation and its effect on academic achievement (2006, background): “However, prior attitude, did not predict later mathematics achievement, suggesting an imbalanced reciprocal relationship (skill development model) (Ma and Xu, 2004).”
• The Effect of Mathematics Self-Efficacy on Mathematics Achievement of High School Students (2009, background): “A search of mathematics education research indicates that several studies have been conducted on the relationship between attitude toward mathematics and achievement in mathematics (Ma, 1997; Ma & Kishor, 1997; Ma & Xu, 2004).”
• The impact of attitudes and aspirations on educational attainment and participation (2012, background): “Some studies measure young people’s attitudes only towards certain subjects (Ma and Xu, 2004), and may not include wider attitudinal components, such as confidence and enjoyment, that other authors consider.”