A study of simple and multiple relations between mathematics attitude, academic motivation and intelligence quotient with mathematics achievement

Abstract Purpose of current study was to investigate simple and multiple relations between mathematics’ attitude, academic motivation and intelligence quotient with mathematics achievement. The Statistical population involved the entire Ardabil province’ high schools students in 2008 (N = 33982). From these, 1670 students are selected as sample by using Cochran's formula and multiple cluster sampling. For gathering data, the following instrument is used. Raven IQ test (=0.86), Hermense Academic Achievement Test (=0.83), Moenikia mathematics attitude questionnaire (=0.79), and students’ mathematics score in final exam. Correlation method was the research method. For data analysis, Pearson coefficient correlation and multiple regression in enter model were used. The Results showed that all of the variables correlate with together significantly. Mathematics’ attitude, academic motivation, and intelligence quotient were predicator of mathematics achievement statistically significant.

[1]  D. Grissmer.  THE CONTINUING USE AND MISUSE OF SAT SCORES , 2000 .

[2]  K. McGrew,et al.  The Relationship between the WJ-R Gf-Gc Cognitive Clusters and Mathematics Achievement across the Life-Span , 1995 .

[3]  Kursat Yenilmez,et al.  Mathematics Anxiety and Attitude Level of Students of the Faculty of Economics and Business Administrator; The Turkey Model , 2007 .

[4]  Stephen J. Ceci,et al.  How Much Does Schooling Influence General Intelligence and Its Cognitive Components? A Reassessment of the Evidence. , 1991 .

[5]  Steven L. Thorne,et al.  Rising mean IQ: Cognitive demand of mathematics education for young children, population exposure to formal schooling, and the neurobiology of the prefrontal cortex , 2005 .

[6]  J. Stigler,et al.  Improving Mathematics Teaching. , 2004 .

[7]  Angela Dias Velasco,et al.  Predicting Academic Success of Engineering Students in Technical Drawing from Visualization Test Scores , 2002 .

[8]  G. Scerif,et al.  Executive Functioning as a Predictor of Children's Mathematics Ability: Inhibition, Switching, and Working Memory , 2001, Developmental neuropsychology.

[9]  James A. Middleton,et al.  Motivation for Achievement in Mathematics: Findings, Generalizations, and Criticisms of the Research , 1999 .

[10]  Xin Ma,et al.  Assessing the Relationship between Attitude toward Mathematics and Achievement in Mathematics: A Meta-Analysis. , 1997 .

[11]  Wan Zah Wan Ali,et al.  Motivation in the Learning of Mathematics , 2009 .

[12]  Douglas K. Detterman,et al.  The causal factor underlying the correlation between psychometric g and scholastic performance , 2003 .

[13]  G J Hitch,et al.  Working memory impairments in children with specific arithmetic learning difficulties. , 1999, Journal of experimental child psychology.

[14]  A. Kiamanesh,et al.  THE ROLE OF SELF-EFFICACY, ACHIEVEMENT GOALS, LEARNING STRATEGIES AND PERSISTENCE IN MATH ACHIEVEMENT OF 11TH GRADE HIGH SCHOOLS STUDENTS IN TEHRAN , 2008 .

[15]  Peggy P. Chen,et al.  Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context. , 2009, Journal of school psychology.

[16]  James E. Corter,et al.  Motivation, Autonomy Support, and Mathematics Performance: A Structural Equation Analysis , 2005 .

[17]  D. Kadijevic.  TIMSS 2003: Relating dimensions of mathematics attitude to mathematics achievement , 2008 .

[18]  Elizabeth A. Linnenbrink,et al.  Motivation as an Enabler for Academic Success , 2002 .

[19]  Jeffrey J. Evans,et al.  The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence , 2002 .