Measurement of math beliefs and their associations with math behaviors in college students.

Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence.

[1]  R. M. Suinn,et al.  The Mathematics Anxiety Rating Scale: Psychometric data , 1972 .

[2]  Barbara S. Plake,et al.  The Development and Validation of a Revised Version of the Mathematics Anxiety Rating Scale , 1982 .

[3]  M. Becker,et al.  The Health Belief Model: A Decade Later , 1984, Health education quarterly.

[4]  Herbert W. Marsh,et al.  Self Description Questionnaire III: The construct validity of multidimensional self-concept ratings by late adolescents. , 1984 .

[5]  Ray Hembree,et al.  The Nature, Effects, and Relief of Mathematics Anxiety. , 1990 .

[6]  J. Eccles,et al.  The development of achievement task values: A theoretical analysis , 1992 .

[7]  D. Krantz,et al.  Mathematics Anxiety and Science Careers among Able College Women , 1992 .

[8]  Mark H. Ashcraft,et al.  Mathematics anxiety and mental arithmetic performance: An exploratory investigation , 1994 .

[9]  Frank M. Pajares,et al.  Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. , 1994 .

[10]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[11]  Xin Ma.  A META-ANALYSIS OF THE RELATIONSHIP BETWEEN ANXIETY TOWARD MATHEMATICS AND ACHIEVEMENT IN MATHEMATICS , 1999 .

[12]  P. Bentler,et al.  Cutoff criteria for fit indexes in covariance structure analysis : Conventional criteria versus new alternatives , 1999 .

[13]  Jules M. Zimmer,et al.  The Affective and Cognitive Dimensions of Math Anxiety: A Cross-National Study , 2000 .

[14]  Mary Lou Duffy,et al.  Equity for All Students in the New Millennium , 2002 .

[15]  R. Gersten,et al.  A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students , 2002, The Elementary School Journal.

[16]  K. Aunola,et al.  The Role of Achievement-Related Behaviors and Parental Beliefs in Children"'s Mathematical Performance , 2016 .

[17]  D. Hopko.  Confirmatory Factor Analysis Of The Math Anxiety Rating Scale–Revised , 2003 .

[18]  J. Hamm,et al.  Peer Context of Mathematics Classroom Belonging in Early Adolescence , 2005 .

[19]  T. Vollmer,et al.  Teaching math skills to at-risk students using home-based peer tutoring. , 2007, Journal of applied behavior analysis.

[20]  Gary Scarpello.  Helping Students Get Past Math Anxiety. , 2007 .

[21]  Mark H. Ashcraft,et al.  Working memory, math performance, and math anxiety , 2007, Psychonomic bulletin & review.

[22]  Lisa S. Blackwell,et al.  Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. , 2007, Child development.

[23]  Barry J. Zimmerman,et al.  Effects of Self-Correction Strategy Training on Middle School Students' Self-Efficacy, Self-Evaluation, and Mathematics Division Learning , 2008 .

[24]  Sian L. Beilock,et al.  Math Performance in Stressful Situations , 2008 .

[25]  B. Zimmerman,et al.  College students’ homework and academic achievement: The mediating role of self-regulatory beliefs , 2009 .

[26]  Steven E. Stern,et al.  Technology Traps Who Is Responsible? , 2010, Int. J. Technoethics.

[27]  Dale H. Schunk,et al.  Self‐Regulation and Learning , 2012 .

[28]  Susan C. Levine,et al.  Math Anxiety, Working Memory, and Math Achievement in Early Elementary School , 2013 .

[29]  Stella Maris Vázquez,et al.  Self-regulated learning and academic achievement , 2013 .