Modeling Change in Student Attitude Toward and Beliefs About Mathematics

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"She's Always Been the Smart One. I've Always Been the Dumb One": Identities in the Mathematics Classroom (2012, background): “Although 69% of 4th graders responded affirmatively, only 50% of 12th graders did (Mitchell et al. 1999; see Wilkins & Ma, 2003 for similar findings).”
Mathematics and Science Self-Concept: An International Investigation (2004, background): “…related to mathematics affect, students’ belief in their abilities to perform in mathematics and science tends to decline as they move through school (Dossey et al., 1988; Wilkins & Ma, 2003), and boys tend to be more confident in their ability to perform than girls are (e.g., Ma & Kishor, 1997).”
Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings (2007, background): “The significance of mathematical beliefs and attitudes was highlighted by Wilkins and Ma (2003): a person’s mathematical disposition related to her or his beliefs about and attitude toward mathematics may be as important as content knowledge for making informed decisions in terms of willingness to…”