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http://dx.doi.org/10.7468/jksmee.2020.34.4.525

A Longitudinal Study on the Influence of Attitude, Mood, and Satisfaction toward Mathematics Class on Mathematics Academic Achievement  

Kim, Yongseok (Sungkyunkwan University)
Publication Information
Communications of Mathematical Education / v.34, no.4, 2020 , pp. 525-544 More about this Journal
Abstract
There are many factors that affect academic achievement, and the influences of those factors are also complex. Since the factors that influence mathematics academic achievement are constantly changing and developing, longitudinal studies to predict and analyze the growth of learners are needed. This study uses longitudinal data from 2014 (second year of middle school) to 2017 (second year of high school) of the Seoul Education Longitudibal Study, and divides it into groups with similar longitudinal patterns of change in mathematics academic achievement. The longitudinal change patterns and direct influence of mood and satisfaction were examined. As a result of the study, it was found that the mathematics academic achievement of the first group (1456 students, 68.3%) including the majority of students and the second group (677 students) of the top 31.7% had a direct influence on the mathematics class attitude. It was found that the mood and satisfaction of mathematics classes did not have a direct effect. In addition, the influence of mathematics class attitude on mathematics academic achievement was different according to the group. In addition, students in group 2 with high academic achievement in mathematics showed higher mathematics class attitude, mood, and satisfaction. In addition, the attitude, atmosphere, and satisfaction of mathematics classes were found to change continuously from the second year of middle school to the second year of high school, and the extent of the change was small.
Keywords
math academic achievement; latent growth model; piecewise growth model; growth mixture modeling; class attitude; class atmosphere; class satisfaction;
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