Individual Differences in the Affective Reactions of Middle and High School Students to Mathematics: a Social Cognitive Perspective.

Abstract

The present study examined a number of factors contributing to the differential affective reactions associated with mathematics learning. The research was guided by a theoretical framework that closely examined the subjective meaning students give to their achievement experiences. A sample of 250 sixth through tenth grade students completed a questionnaire assessing their self-perceptions of math abilities, their perceptions of the value of math, their perceptions of their socializers' attitudes and expectations, and their causal attribution patterns for success and failure in mathematics. In addition, the following dimensions of students' affective reactions were also assessed in the questionnaire: confidence, worry, enjoyment and anxiety. Students' questionnaire responses varied considerably across gender and grade level. Girls reported higher levels of anxiety than did boys. However, no significant differences were found in students' reports of worry, lack of confidence, and disliking. Older students reported less confidence, less liking, and more worry and anxiety than younger students. As students advanced in grade level, they rated their math abilities and performances as lower, viewed mathematics as more difficult and as less useful and valuable, and believed their teachers and parents shared these pessimistic views. Girls tended to precede the boys in this developmental trend. Sex differences in students' causal attribution patterns were also of particular interest. No sex differences were found in students' use of effort or ability in explaining their poor performances. However, a larger proportion of boys than girls credited their good performances to their own abilities. Females were more likely to view these performances as a reflection of their own efforts and diligence. Path analyses revealed that strong negative reactions to math (i.e., anxiety) stemmed primarily from the student's low assessment of his or her ability to learn a subject matter that was also perceived as both too difficult and of little value. When both direct and indirect effects are taken into account, ability concepts had the more powerful influence on reported levels of anxiety. With the effects of these major contributors taken into account, causal attribution patterns and the perceived achievement attitudes of parents and teachers did not directly influence anxiety levels. In view of the importance of ability in the achievement process, it is suggested that students may lower the value of math to protect their sense of competence and well-being.