#9158. Got math attitude? (In)direct effects of student mathematics attitudes on intentions, behavioral engagement, and mathematics performance in the U.S. PISA

September 2026publication date
Proposal available till 11-05-2025
4 total number of authors per manuscript4500 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Education;
Developmental and Educational Psychology;
Experimental and Cognitive Psychology;
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Abstract:
Academic performance is predicted by a multitude of demographic, contextual, cognitive, and noncognitive factors. The noncognitive factors predicting achievement in mathematics that have previously been investigated in depth are study skills, confidence, self-efficacy, and personality traits (Kyllonen, 20XX). Limited applied research has explored the predictive value of attitudes and beliefs in mathematics achievement using representative data of U.S. students. The current study uses the theory of planned behavior (TPB) to explain high school students’ performance in mathematics.
Keywords:
Large-scale data; Mathematics performance; Noncognitive factors; PISA; Self-efficacy; Student attitudes

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