Investigating Young Children’s Attitudes toward Mathematics: Improved Measurement and the Relation to Achievement

Abstract

Researchers in the field of school psychology have recently emphasized the influence of different academic enablers that may influence how students achieve and perform in school. In this literature, attitudes have not yet received much attention as an enabler. However, students as young as pre-kindergarten enter school with predisposed attitudes towards mathematics. These attitudes may influence their engagement, persistence and performance in mathematics. Evidence also suggests that mathematics performance in kindergarten and first grade can predict performance later in life. Thus, it is important for school psychologists and educators to understand how students perceive their ability and perceive the task of mathematics to help students build their competence to become later successful learners. Understanding the earlier development of these attitudes may help foster more positive perceptions and mathematics learning environments for all students. The purpose of this two-study dissertation was to examine attitudes toward mathematics among young children in kindergarten and first grade. Specifically, the purpose of Study 1 was to develop an assessment instrument to measure attitudes toward mathematics for students in kindergarten and first grade and to examine the reliability and validity evidence for potential use in a school setting. Further, Study 2 aimed to investigate the extent to which different attitudes such as perceived self-competence beliefs, enjoyment, and importance were related to student mathematics achievement as measured by teacher ratings and standardized mathematics assessments. This study is first in an emerging line of inquiry to understand how attitudes influence various achievement outcomes for young children, and, thereby identify if, how, and to what effect attitudes of young children might be targeted for intervention.