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dc.contributor.authorHemmings, Brianen_US
dc.contributor.authorGrootenboer, Peteren_US
dc.contributor.authorKay, Russellen_US
dc.contributor.editorFou-Lai Linen_US
dc.date.accessioned2017-05-03T15:28:12Z
dc.date.available2017-05-03T15:28:12Z
dc.date.issued2011en_US
dc.date.modified2012-03-25T22:54:14Z
dc.identifier.issn15710068en_US
dc.identifier.doi10.1007/s10763-010-9224-5en_US
dc.identifier.urihttp://hdl.handle.net/10072/43967
dc.description.abstractIn this article, we report on a study examining those factors which contribute to the mathematics performance of a sample of children aged between 8 and 13 years. The study was designed specifically to consider the potency of a number of mathematical affective factors, as well as background characteristics (viz., gender, ethnicity, and socioeconomic status), on children's mathematics performance. Data were collected by surveying the children and drawing on performance ratings from their teachers. A correlation analysis revealed that the relationships between the respective dispositional and background variables with mathematics performance were significant and in the direction as predicted. Moreover, the findings from a logistic regression showed that a combination of these variables was able to appropriately classify students who either were below-average or above-average mathematics performers. We pay particular attention to the influence of certain dispositions with respect to mathematics performance and conclude by detailing the implications of the study for teachers and researchers.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.publisherSpringeren_US
dc.publisher.placeNetherlandsen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom691en_US
dc.relation.ispartofpageto705en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalInternational Journal of Science and Mathematics Educationen_US
dc.relation.ispartofvolume9en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130208en_US
dc.titlePredicting mathematics achievement: The influence of prior achievement and attitudesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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