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School belonging and math attitudes among high school students in advanced math

Author

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  • Smith, Thomas J.
  • Walker, David A.
  • Chen, Hsiang-Ting
  • Hong, Zuway-R
  • Lin, Huann-shyang

Abstract

This study used the Trends in International Math Science (TIMSS) 2015 Advanced data from nine countries to examine the relationship between students’ sense of school belonging and their attitudes towards mathematics, and the extent to which student gender moderated these relationships. Results showed that students’ sense of school belonging emerged as a statistically significant, positive predictor of students’ liking and valuing of mathematics. For most countries, no significant moderating effect of student gender was observed. However, among Portuguese students, the relationship between students’ sense of school belonging and each attitude measure was stronger for males than for females.

Suggested Citation

  • Smith, Thomas J. & Walker, David A. & Chen, Hsiang-Ting & Hong, Zuway-R & Lin, Huann-shyang, 2021. "School belonging and math attitudes among high school students in advanced math," International Journal of Educational Development, Elsevier, vol. 80(C).
    • Handle: RePEc:eee:injoed:v:80:y:2021:i:c:s0738059320304569
    DOI: 10.1016/j.ijedudev.2020.102297
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    Cited by:

    1. Rizzotto, Júlia Sbroglio & França, Marco Túlio Aniceto, 2022. "Indiscipline: The school climate of Brazilian schools and the impact on student performance," International Journal of Educational Development, Elsevier, vol. 94(C).

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