Cognitive and Affective Changes as Determinants for Taking Advanced Mathematics Courses in High School
Bibliographic Data
| ID | 11366579 |
|---|---|
| Authors | Xin Ma (0000-0002-1197-3006, University of Kentucky, corresponding author) |
| Year | 2006 |
| Volume | 113 |
| Issue | 1 |
| Pages | 123-149 |
| Publication date | 2006-11-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/506496 |
| OpenAlex | W2112724940 |
| Language | EN |
| Citations received | 2 |
| References cited | 16 |
Using data from the Longitudinal Study of American Youth, this analysis tested whether changes during middle and high school in mathematics‐related cognitive and affective factors influence participation in the most advanced mathematics course work, with control over confounding factors associated with student background. No significant interaction effects between cognitive and affective factors were found. Although changes in cognitive factors had more comprehensive effects on participation than those in affective factors, changes in attitude toward mathematics had the most important effect on participation. Among cognitive factors, growth in basic skills and quantitative literacy was more important to participation than growth in algebra and geometry
Affect (linguistics · Cognition · Cognitive skill · Developmental psychology · Literacy · Mathematics education · Numeracy · Pedagogy · Education, Achievement, and Giftedness · Parental Involvement in Education · Psychology · School Choice and Performance
The psychology of self-determination
Multiplying inequalities
Classification And Regression Trees
Emotions
The Mathematics Anxiety Rating Scale
A Meta-Analysis of the Relationship between Anxiety toward Mathematics and Achievement in Mathematics
Assessing the Relationship between Attitude toward Mathematics and Achievement in Mathematics
Intelligence and Affectivity
High School Mathematics Course-Taking by Gender and Ethnicity
| Citations per year | 0.18 |
|---|---|
| Citation span | 2015 - 2021 (7) |
| Highly cited | No |