期刊名称：International Journal for the Scholarship of Teaching & Learning
印刷版ISSN：1931-4744
出版年度：2015
卷号：9
期号：2
页码：7
DOI：10.20429/ijsotl.2015.090207
出版社：Georgia Southern University
摘要：Students at a large urban community college enrolled in fourteen sections of a developmental algebra class. While cognitive variables are often used to place students, affective characteristics may also influence their success. To explore the impact of affective variables, students took ACT’s Engage survey measuring motivation, academic-related skills and social engagement, as well as the ATMI (Attitudes Toward Math Inventory) survey. Student performance on the course was measured by a common 25 question multiple choice final exam. Of the affective variables measured, ATMI Motivation was statistically significant in positive correlation with final exam score, and ATMI Confidence had a statistically significant negative correlation. More general measures of motivation and confidence were not significant suggesting a potential difference affective measures for mathematics learning. Longer term persistence models indicated ATMI Value of Mathematics and Engage Academic Discipline were positive predictors of success.
